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EAL 701C:Intermediate Level

Listening, Speaking,Reading and Writing

Working Draft

2008Prince Edward Island

Education and Early Childhood DevelopmentPO Box 2000

Charlottetown, Prince Edward IslandCanada, C1A 7N8

Tel. (902) 368-4600Fax. (902) 368-4622

http://www.gov.pe.ca/educ/

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ACKNOWLEDGEMENTS

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

Acknowledgements

i

The Prince Edward Island Department of Education and Early ChildhoodDevelopment is gratefully indebted to the departments of education inNewfoundland, Ontario, British Columbia and all other Canadian provinces forthe information they provided and for the use of their English as an additionaland second language curriculum documents which were invaluable in thedevelopment of the Prince Edward Island EAL curriculum.

The Department would also like to thank the following committee members forthe contribution and commitment in the development of EAL 701C:

Education and EarlyChildhood Development: Vicki Whitlock (EAL Curriculum Specialist)

Paula Clark (EAL Assessment Specialist)Shelley Jollimore (EAL Itinerant Teacher)

Eastern School District: Oksana Laschuk (EAL Teacher-Colonel Gray)Elizabeth Wendt (EAL Teacher-Colonel Gray)Kathie Kaulbach (Resource Teacher-CharlottetownRural)

Western School Board: Jackie Charchuk (Special Education Consultant)

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EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

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TABLE OF CONTENTS

Contents

ii

Background ..................................................................................................... 1Rationale ......................................................................................................... 1Purpose of the Curriculum Guide .................................................................. 2Guiding Principles .......................................................................................... 2

INTRODUCATION

Overview ......................................................................................................... 4Curriculum Outcomes ................................................................................... 4Essential Graduation Learnings ...................................................................... 4General Curriculum Outcomes ...................................................................... 5Specific Curriculum Outcomes ...................................................................... 6Relevant Research in Language Acquisition ................................................... 6Linguistic Processes ........................................................................................ 6Language Acquisition ..................................................................................... 6BICS to CALP: A Developmental Continuum ............................................. 10

PROGRAM DESIGNAND COMPONENTS

CONTEXTS FORTEACHING ANDLEARNING

The EAL 701C Learner .................................................................................. 14Speaking and Listening .................................................................................. 14Reading and Writing ...................................................................................... 14Meeting the Needs of All Student ................................................................. 15Gender Inclusive Curriculum ......................................................................... 15Valuing Social and Cultural Diversity ............................................................ 16Links to Community ...................................................................................... 18Homework ...................................................................................................... 18The Senior High Learning Environment ....................................................... 19A Safe Learning Environment ......................................................................... 20Principles Underlying the EAL Curriculum .................................................. 21Motivation ...................................................................................................... 22

THE ENGLISH AS ANADDITIONALLANGUAGE LEARNINGENVIRONMENT

The Effective EAL Classroom ......................................................................... 23Literacy and EAL ............................................................................................ 26Listening ......................................................................................................... 27Listening and Note-taking ............................................................................. 30Speaking .......................................................................................................... 31Pronunciation ................................................................................................. 32Integration of Technology in EAL .................................................................. 35Instructional Approaches and Strategies ........................................................ 35

ASSESSING ANDEVALUATING STUDENTLEARNING

Introduction ................................................................................................... 36Assessment/Evaluation Techniques ................................................................. 37The Language Portfolio .................................................................................. 39Student Dialogue Journals ............................................................................. 40

Prior Learning ................................................................................................. 41EAL 701C Overview....................................................................................... 41

CURRICULUMOVERVIEW

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

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TABLE OF CONTENTS

CURRICULUMOUTCOMES

General Curriculum Outcomes ...................................................................... 43Specific Curriculum Outcomes ...................................................................... 43

The Four-Column Spread .............................................................................. 44Sensitive Topics ............................................................................................... 44

iii

GCO SCO 1.1 .......................................................................................................... 46SCO 1.2 .......................................................................................................... 48SCO 1.3 .......................................................................................................... 50SCO 1.4 .......................................................................................................... 52SCO 1.5 .......................................................................................................... 54SCO 2.1 .......................................................................................................... 56SCO 2.2 .......................................................................................................... 58SCO 2.3 .......................................................................................................... 60SCO 3.1 .......................................................................................................... 62SCO 3.2 .......................................................................................................... 64SCO 3.3 .......................................................................................................... 66SCO 4.1 .......................................................................................................... 68SCO 4.2 .......................................................................................................... 70SCO 4.3 .......................................................................................................... 72SCO 4.4 .......................................................................................................... 74SCO 4.5 .......................................................................................................... 76SCO 4.6 .......................................................................................................... 78SCO 5.1 .......................................................................................................... 80SCO 5.2 .......................................................................................................... 82SCO 5.3 .......................................................................................................... 84SCO 6.1 .......................................................................................................... 86SCO 6.2 .......................................................................................................... 88SCO 7.1 .......................................................................................................... 90SCO 7.2 .......................................................................................................... 92SCO 7.3 .......................................................................................................... 94SCO 8.1 .......................................................................................................... 96SCO 8.2 .......................................................................................................... 98SCO 9.1 .......................................................................................................... 100SCO 9.2 .......................................................................................................... 102SCO 9.3 .......................................................................................................... 104SCO 10.1 ....................................................................................................... 106SCO 10.2 ....................................................................................................... 108SCO 10.3 ....................................................................................................... 110SCO 10.4 ....................................................................................................... 112SCO 10.5 ....................................................................................................... 114SCO 10.6 ....................................................................................................... 116

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

CURRICULUM GUIDEORGANIZATION

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ivEAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

Appendix A: EAL 701C Standards ................................................................ 119Appendix B: Language Reference Chart ........................................................ 126Appendix C: Listening and Speaking ............................................................. 130Appendix D: Reading and Writing ................................................................ 132Appendix E: Checklists .................................................................................. 136Appendix F: Rubrics ...................................................................................... 138Appendix G: Glossary of Terms ...................................................................... 148Appendix H: Glossary of Teaching Strategies ................................................. 153Appendix I: Cultural Awareness/Sensitivity ................................................. 155Appendix J: Introduction to the Main Resource Text .................................. 156Appendix K: Introduction to the Supplementary Resource Text .................. 160

Teacher Resources ........................................................................................... 161Student Resources .......................................................................................... 161EAL Websites for Teachers and Students ....................................................... 161

References ....................................................................................................... 163

APPENDICES

RESOURCES

REFERENCES

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1EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

INTRODUCTION

Introduction

Background

Rationale

Curriculum development is a process that involves many people,much deliberation, discussion, research and time. The developmentof English as an Additional Language (EAL) 701C was based on theneed to support the education of students for whom English is anadditional language in the Prince Edward Island school system.This curriculum document is based on the premises and principlesthat are set out in the Foundation for the Atlantic Canada LanguageArts Curriculum (1999).

English as a Second Language (ESL) refers to learners for whomEnglish is a second language. Although this term is frequently used,this document refers to English language learners as learners forwhom English is an Additional Language (EAL), since English maynot necessarily be a learner’s second language, but rather his/herthird or fourth. For the purpose of clarity and citing pertinentresearch in this area, the term EAL is most applicable (please see theGlossary of Terms, Appendix G).

All too often EAL students are assumed to have adequate English tocope with the regular academic program because they have obtainedsome level of oral fluency. Cummins (1979) distinguished betweentwo distinct kinds of language proficiency: Basic InterpersonalCommunicative Skills (BICS) and Cognitive/Academic LanguageProficiency (CALP). It was found that the majority of ESL studentsachieve BICS within two years of residence, but that they achieveCALP only after five to seven years of adequate second-languageinstruction. (Collier 1992; Cummins 1979; Wong-Fillmore 1983).

Educating all students is to prepare them for life in the 21stcentury. This includes those learners for whom English is anAdditional Language (EAL). EAL learners bring their cultures,languages and experiences with them when they arrive to Canada.EAL students enrich our society as well as our schools. While theirlinguistic and cultural backgrounds vary greatly, all EAL learnersshare the challenge of adjusting to a new culture and continuingtheir education in their new environment. To realize their neweducational, personal, social and long-term career goals, EAL learnersneed to be able to communicate skillfully, appropriately andeffectively in English. An EAL program which is designed to helpthem specifically address their needs will help them to be able tocommunicate skillfully, appropriately and effectively in English.(Larsen-Freeman 2000; Larsen-Freeman & Long 1991). Based onthe above research, English as an Additional Language (EAL 701C)is developed to directly meet their language and academic learningneeds.

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2 EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

INTRODUCTION

Purpose of the

Curriculum Guide

Guiding Principles

The English as an Additional Language (EAL) 701C course is anintroductory/ beginner level language course in listening andspeaking, which is intended to:• introduce basic English language skills essential for academic

and personal success.• provide language instruction to assist learners in further

developing basic English language skills in reading andwriting.

• provide guidance and practice for the use of learning strategiesand study skills consistent with successful additional languagelearning.

• assist students in becoming familiar with strategies, skills andprocedures of the Prince Edward Island school system.

The overall purpose of this curriculum guide is to develop EALeducation, teaching and learning, and at the same time, recognizeand validate effective practices in learning English as an additionallanguage that already exist in many classrooms.

More specifically, this curriculum guide

1. provides detailed curriculum outcomes to which educatorsand others can refer when making decisions about learningexperiences, instructional techniques, and assessmentstrategies in EAL 701C.

2. informs both educators and members of the general publicabout the philosophy and scope of EAL education for thesenior level in the Atlantic provinces.

3. promotes effective EAL learning and teaching for studentsin the EAL 701C classrooms.

Underlying Principles

All kindergarten to senior high curriculum and resources shouldreflect the principles underlying the English Language ArtsCurriculum (1999), which include language being best learned

• as a primary instrument of thought and the most powerfultool students have for developing ideas and insights, forgiving significance to their experiences and for making senseof both their world and their possibilities within it

• an expression of cultural identity• when it is integrated; all the language processes are

interrelated and interdependent• holistically; students best learn language concepts in

context rather that in isolation• through purposeful and challenging experiences designed

around stimulating ideas, concepts, issues and themes thatare meaningful to them

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3EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

• when students are aware of the strategies and processes theyuse to construct meaning and to solve information-relatedproblems

• when students are given frequent opportunities to assess andevaluate their own learning and performance

• as a process of learning where students need various forms offeedback from peers, teachers and others-at school, at homeand in the community

• when students have opportunities to communicate in variousmodes what they know and are able to do

• when assessment is an integral and ongoing part of thelearning process itself, not limited to final products

Moreover, the underlying principles also include languagelearning as

• an active process of constructing meaning, drawing on allsources and ways of knowing

• personal and intimately connected to individuality• develops out of students’ home language and their social and

cultural experiences• developmental: students develop flexibility and fluency in

their language use over time• continual and multi-dimensional; it can best be assessed by

the use of multiple types of evidence that reflect authenticlanguage use over time

INTRODUCTION

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Program Design and Components

Overview The EAL 701C curriculum is based on the Foundation for theAtlantic Canada English Language Arts Curriculum (1999) andadapted from the Newfoundland ESL 1205 Course and itscurriculum. The EAL 701C curriculum integrates languagelearning processes, strands and concepts through interactive andcommunicative activities and strategies that have been researched asbest practices in learning English as an additional language.

Curriculum outcomes are statements articulating what students areexpected to know and be able to do in particular subject areas.These outcome statements also describe knowledge and skillsstudents are expected to demonstrate at the end of certain keystages in their education. These are based upon their cumulativelearning experiences at each grade level in the entry-graduationcontinuum.

General Curriculum Outcomes (GCOs) are statements articulatingwhat students are expected to know and be able to do uponcompletion of study in a curriculum area.Key-Stage Curriculum Outcomes (KSCOs) are statements thatidentify what students are expected to know and be able to do bythe end of grades 3,6,9, and 12, as a result of their cumulativelearning experience in a curriculum area.Specific Curriculum Outcomes (SCOs) are statements identifyingwhat students are expected to know and be able to do.

The Essential Graduation Learnings (EGLs) describe learning interms of knowledge, skills and attitudes. They are consideredessential for all learners graduating from school. The EGLs arecross-curricular and all subject areas contribute to their attainment.The following comprise the EGLs. At high schoolcompletion:• Graduates will be able to respond with critical awareness to

various forms of the arts and be able to express themselvesthrough the arts.

• Graduates will be able to assess social, cultural, economic andenvironmental interdependence in a local and global context.

• Graduates will be able to use the listening, viewing, speaking,reading and written modes of language(s) as well asmathematical and scientific concepts and symbols to think,learn and communicate effectively.

• Graduates will be able to continue to learn and to pursue anactive, healthy lifestyle.

• Graduates will be able to use the strategies and processesneeded to solve a wide variety of problems, including thoserequiring language, mathematical and scientific concepts.

Curriculum Outcomes

Essential Graduation

Learnings

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• Graduates will be able to use a wide variety of technologies,demonstrate an understanding of technological applications,and apply appropriate technologies for solving problems.• Graduates will be able to demonstrate an understanding andappreciation for the place of belief systems in shaping thedevelopment of moral values and ethical conduct.The Essential Graduation Learnings are supported by curriculumoutcomes.

Listening and Speaking

The general curriculum outcomes for EAL 701C are consistentwith the framework provided by the document Foundation forthe Atlantic Canada English Arts Curriculum (1999).

Students will be expected to:• speak and listen, to explore, extend, clarify and reflect on their

thoughts, ideas, feelings and experiences.• communicate information and ideas effectively and clearly, and

to respond personally and critically.• interact with sensitivity and respect, considering the situation,

audience and purpose.

Reading and Viewing

Students will be expected to:• select, read and view with understanding a range of literature,

information, media and visual arts;• interpret, select and combine information using a variety of

strategies, resources and technologies;• respond personally to a range of texts;• respond critically to a range of texts, applying their under

standing of language, form and genre.

Writing and Other Ways of Representing

Students will be expected to:• use writing and other forms of representation to explore,

clarify and reflect on their thoughts, feelings, experiencesand learning; and to use their imagination;

• create texts collaboratively and independently, using avariety of forms for a range of audiences;

• use a range of strategies to develop effective writing andmedia products and to enhance their clarity, precision andeffectiveness.

General Curriculum

Outcomes

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Linguistic Processes

Language Acquisition

Relevant Research in

Language Acquisition

This section of the curriculum guide is a comprehensive review onthe most relevant research in language acquisition. EAL 701Cdraws heavily on this research, which has serious implications forstudents and teachers.

The specific curriculum outcomes (SC0s) for EAL 701C are basedon the specific outcomes from the ESL 2205 Curriculum Guide,NL. They identify what learners are expected to know and beable to do upon completion of the course. Unit and lessonplanning should be balanced to provide a range of experiencesaddressing each outcome. Instructional practices should bedesigned to provide a variety of opportunities for learners toachieve these outcomes. The specific curriculum outcomesencompass the language strands: reading, viewing, writing andother ways of representing. (for specific 701C SCOs, please seeCurriculum Overview).

Specific Curriculum

Outcomes

Linguistic Processes of Language Acquisition

Educators, parents and students have many misconceptions aboutlearning an additional language. Language acquisition consists ofacquiring a language by developing sociocultural, linguistic,academic and cognitive processes. Learning an additional languageis complex and challenging for children, youth and adults.Acquiring an additional language takes a great deal of time, andthe process of learning a language can vary greatly from learner tolearner. The current research has revealed the beneficial role thefirst language plays on the acquisition of the second language. Thecognitive and academic development in a student’s first languagegreatly influences their rate of progression in learning a secondlanguage.

Children pass through stages of acquiring their first language-frombabbling to one-word utterances, two-word phrases, full sentences,and eventually, complex grammar (See Chart Below). Studentslearning a second (additional) language also move through thesestages, and they generally proceed from listening and comprehend-ing to speaking, and eventually to reading and writing. The rate oflanguage acquisition is not to be equated with intelligence sincethis rate of acquisition is affected by a multitude of economic,social, personal and circumstantial factors. In order for teachers toeffectively differentiate instruction for these students, they mustknow and understand each stage and its characteristic.

Adapted from Classroom Instruction that Works (2006), Hill andFlynn and “English Language Learners; Learning a SecondLanguage” (2007), the Wisconsin Literacy Network and ReadingNetwork Source

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Stages of Second/Additional Language Acquisition

Stage Characteristics Approx. Time Frame Teacher Prompts

Preproduction The student... Show me...* has minimal 0 - 6 months Where is...comprehension Who has...* does not verbalize* nods “yes” and “no”* draws and points

Early The student... Yes/no questionsProduction * has limited Either/or questions

comprehension One-or-two word* produces one-or-two answersword responses 6 months - 1 year Lists* participates using key Labelswords and familiar phrases* uses present-tense verbs

Speech The student...Emergence * has good comprehension 1 - 3 Years Why...?

* can produce simple How...?sentences Explain...?* makes grammar and Phrase or shortpronunciation errors sentence answers* frequentlymisunderstands jokes

Intermediate The student... 3 - 5 Years What wouldFluency * has excellent happen if...?

comprehension* makes few grammatical Why do youerrors think...?

Advanced The student has near- 5 - 7 Years Decide if...Fluency native level of speech

Retell...

Source: Adapted from Krashen and Terrell (1983).* Please note the rate of production of these stages is affected by literacy in one’s first language (seeLiteracy and EAL).

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The Prism ModelW.P. Thomas & V.P. Collier, 1997

Language Acquisition for SchoolThe model has four major components that“drive” languageacquisition for school: sociocultural, linguistic, academic, andcognitive processes. To understand the interrelationships amongthese four components, Figure 3 symbolizes the developmentalprocess that occurs during the school years for the bilingual child.While this figure looks simple on paper, it is important toimagine that this is a multifaceted prism with many dimensions.The four major components—sociocultural, linguistic, academic,and cognitive processes—are interdependent and complex.

L 1 +

L2 A

cade

mic

Dev

elopm

ent L

1 + L2 Language D

evelopment

L1 + L

2 Cognitive Development

Socialand

CulturalProcessess

Interdependence of the Four ComponentsAll of these four components—sociocultural, academic, cognitive,and linguistic—are interdependent. If one is developed to theneglect of another, this may be detrimental to a student’s overallgrowth and future success. The academic, cognitive, and linguisticcomponents must be viewed as developmental. For the child,adolescent, and young adult still going through the process offormal schooling, development of any one of these threecomponents depends critically on simultaneous development ofthe other two, through both first and second languages. Sociocul-tural processes strongly influence, in both positive and negativeways, students’ access to cognitive, academic, and languagedevelopment. It is crucial that educators provide a socioculturally

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supportive school environment that allows natural language,academic, and cognitive development to flourish in both L1 andL2 (Collier, 1995a, 1995c, Thomas and Collier, 2002).

Language Acquisition and Social Language

BICS- Basic Interpersonal Communicative Skills (BICS):• “Conversational English/Social Language; the language of

normal everyday speech, including pronunciation, grammar,and basic vocabulary. BICS represent the ability to understandand speak informally with friends, teachers and parents; theaspects of communication that are used daily in routinecommunicative exchanges (e.g. while dressing, eating, bathing,playing, etc.). In addition to showing the informal aspects ofsocial talk, BICS also reveal the skills that do not require ahigh degree of cognition (e.g. naming objects and actions,referring to non-existence, disappearance, rejection, andnegation, and so forth). Students demonstrating BICS mightrecognize new combinations of known words or short phrases.”

(Cummins (1979) first referred to BICS); Classroom Instructionthat Works, Hill & Flynn, (2006) and “Language Acquisition”(2007), Earth Renewal)

Language Acquisition and Academic LanguageCALP-Cognitive Academic Language Proficiency:• “Academic language is the language of the classroom-the

language of the isosceles triangles, complex compoundsentences, and photosynthesis. Students must masteracademic English to understand textbooks, write papers andreports, solve mathematical word problems, and take tests.Without a mastery of English, students cannot develop thecritical-thinking and problem solving needed to understandand express the new and abstract concepts taught in theclassroom. However, academic language takes at least five toseven years to develop, and it can take even longer for astudent who was not literate in her/his primary languagewhen s/he started in a US school.”

(Cummins (1979) first coined the term CALP; Collier &Thomas, 1989 in Hill and Flynn’s (2006) Classroom Instructionthat Works).

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BICS to CALP: A

Development

Continuum

Dr. Hetty Roessingh has adapted Jim Cummins’ originalframework (1982), which, in her view fits better with the icebergmetaphor.

The Iceberg Metaphor

This image nicely illustrates the ‘above the surface’ language (BasicInterpersonal Communication Skills — BICS) and the vastness of theunderlying proficiency ‘below the surface’ that is referred to as CognitiveAcademic Language Proficiency — CALP. Like an iceberg, BICS mayrepresent only about 10% of the overall proficiency of an academicallycompetent learner. The key to understanding the relationship betweenthe above and below the surface features includes understanding therole of first language proficiency and age on arrival.

BICS – CALP: A developmental continuum organized around 4quadrantsCummins’ framework (1982) highlights the role of context asfundamental to supporting children’s language and literacy develop-ment. Context is represented on the horizontal axis of the framework.The cognitive demands of language are represented on the verticalaxis.

Dr. Hetty Roessingh has adapted the framework in the followingway:

BICS to CALP: Cummins’ (1982) Framework for the development oflanguage proficiency

If this framework is overlaid onto the iceberg image, you begin tounderstand the challenge of developing CALP.

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The following figure gives information for each of the 4 quad-rants. You might want to overlay this onto the iceberg as well, toget an idea of the depth of the ‘below the surface’ proficiencyrequired to do the cognitive push ups required for academicallydemanding tasks.

FROM BICS TO CALP:

Cummins (1982) Framework for theDevelopment of Language Proficiency

non-academic orcognitively

undemanding tasks

1 2

Context Embedded Context Reduced

3 4

academic andcognitively

demainding tasks

Cognitively demandingThe first two quadrants represent BICS: the language of ‘here and now’and ‘my lived experiences’. Quadrant 3 is an important transitionalquadrant as learners shift from learning to read to reading to learn.Quadrant 4 is characterized by the acquisition of metaphoric compe-tence. Perhaps the most important thing to note is the ever wideninggap in vocabulary size that will forever impede the academic progress ofESL learners of all ages. This is why strategies are so important to ESLkids … they can begin to acquire them once they have an estimatedreading age of grade equivalent (GE) 5 and the critical mass ofvocabulary for fluent reading is in place.

She chose this particular image of an iceberg because it depicts two‘peaks’, similar to that of the learner acquiring English languageproficiency. Dual threshold theory (Cummins, 1996, 110 – 111)posits that when both languages eventually reach equal levels and thereis a large below the surface mass, benefits accrue to those individualsover their unilingual counterparts.

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Roessingh notes, the left hand peak is smaller … again, a goodimage to illustrate the shrinking or ‘melting away’ of L1 almostimmediately from the day the immigrant child or teenager sets foot inCanada and begins to learn English (DeVries, 1999). Few peopleever do reach full bilingual proficiency – there is usually an imbalanceof L1 and L2. The important thing is the depth ‘below the surface’ thatmust be developed in either L1 or L2 for learners to reach theiracademic potential.

Roessingh H. and Knover, P (2003) TESL Canada Journal

References:Cummins, J. (1982). Bilingualism and minority languagechildren. Toronto, ON: OISE Press.Cummins, J. (1996). Negotiating identities: Education forempowerment in a diverse society. Ontario, CA: CaliforniaAssociation for Bilingual Education.DeVries, J. (1999). Foreign born language acquisition and shift.In S. Halli & L. Dreidger(Eds.) Immigrant Canada: demographic, economic and socialchallenges (pp. 261-281).Toronto, ON: University of Toronto Press.Roessingh, H. & Kover, P. (2002). Working with younger arrivingESL learners in highschool English: Never too late to reclaim potential. TESL CanadaJournal, 19(2), 1 - 20.Roessingh, H. & Kover, P. (2003). Variability of ESL learners’acquisition of cognitive academic language proficiency: What canwe learn from achievement measures? TESL Canada Journal,21(1), 1 – 21.

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BICS CALP

Basics Interpersonal Communicative Skills Cognitive Academic Language Proficiency

• conversational English

• social language • academic language

• language of everyday speech • the language of isosceles triangles,complex compound sentences, and

• the ability to understand and specak photosynthesisinformally with peers, teachers and parents

• takes 5 - 7 years to develop• do not require a high degree of cognition

• can take more than 7 years to develop• high levels of BICS does not equal high for a learner who is not literate in his/

academic language skills her first language

An Overview

Comparing BICS to CALP

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Contexts for Teaching and Learning

The EAL Learner

The EAL 701C Learner

The EAL student is a student for whom English is an additionallanguage. The EAL student could be at the pre-literate, beginner,intermediate, high intermediate or advanced level of Englishlanguage proficiency in the areas of listening, speaking, readingand writing. English language proficiency is not a measure ofcognitive ability. EAL learners come from a variety of socio-economic, cultural, linguistic, religious, social and educationalbackgrounds which are all contributing factors to the rate atwhich students will acquire a language. EAL students are alsocoming into classrooms with diverse status situations from oneend of the spectrum to the other. For example, while all EALstudents are immigrants, some may fall under the category of“landed”, while others may be “refugee”.

EAL 701C has been developed for students at the low to mid-intermediate level. At the time of entry to EAL 701C, a learnerhas normally received at least one year of instruction in English asan additional language. The learner has a very good command ofbasic English grammar rules and some of the lower intermediate-level rules of English grammar. At the beginning of this course,he/she will confidently use basic and some intermediatevocabulary.

Upon entering EAL 701C, the student should be able to easilyexpress his/her basic needs and opinions in informal situations.Everyday conversation should not be difficult; however, he/shemay have difficulty expressing him/herself in formal contexts,such as classroom situations and situations where extendeddiscourse is used. His/her pronunciation should becomprehensible, and he/she should be able to comprehend mosteveryday oral language. However, the student may experiencedifficulty in extended, formal or academic contexts (e.g. lectures,documentaries).

At the onset of EAL 701C, the student will be able to readauthentic texts, but will have difficulty fully comprehendingextended academic or formal language (e.g. textbooks, fiction). Atthe end of the course, he or she will be able to express him/herselfin writing using intermediate-level vocabulary, but there will beerrors in organization and text structure. In most cases, the 701Cstudent will not be able to use complex and compound sentencesconsistently, and his/her writing will show evidence of errors inword choice and use as well as unfamiliarity with intermediateand advanced vocabulary.

Speaking and Listening

Reading and Writing

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The curriculum is designed to meet the needs and interests of allstudents. The curriculum should provide for including theinterests, values, experiences, and languages of each student and ofthe many groups within our local, regional, national and globalcommunities.

In recognizing and valuing the diversity of students, teachersmust consider ways to:• provide a climate and design language learning experiences to

affirm the dignity and worth of all learners in the classroomcommunity;

• redress educational disadvantages; for example, as it relates tostudents living in poverty or having come from war-torn and/or poor countries, living conditions or other traumaticexperiences;

• model the use of inclusive language, attitudes, and actionssupportive of all learners;

• adapt classroom organization, teaching strategies, assessmentstrategies, time, and learning resources to address learners’needs and build on their strengths by:-providing opportunities for learners to work in a variety oflearning contexts, including mixed-ability groupings;-identifying and responding appropriately to diversity instudents’ learning styles;- using students’ strengths and abilities to motivate andsupport language learning;

• celebrate the accomplishments of learning tasks by students;• reaffirm student identities by recognizing and respecting

students’ first language and culture;• recognize and respect students’ prior knowledge and

experience as valuable assets to learning social and academiclanguage.

In a supportive learning environment, male and female studentsreceive equitable access to teachers’ assistance, resources,technology, and a range of roles in group activities. It isimportant that the curriculum reflect the experiences and valuesof both male and female students and that text and other learningresources include and reflect the interests, achievements, andperspectives of males and females. Male and female roles oftendiffer from culture to culture, and therefore some students mayneed knowledge of male and female roles in this culture, as well astime and sensitivity to adjust. Teachers should have a goodunderstanding of the diverse nature of male/female roles andresponsibilities as well as the nature of male/female relationshipsfrom varying cultures (See Cultural Awareness Factors, AppendixI).

Meeting the Needs of

All Students

Gender-Inclusive

Curriculum

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Valuing Social and

Cultural Diversity

In order to engage in and maximize learning, all students need tosee their social and cultural identities reflected and affirmed incurriculum and classroom practices. It is important to recognizethat EAL students come from diverse, ethnic, racial, cultural andsocial backgrounds. In addition, they communicate with thewider multicultural world through technology, media, travel, andfamily and business connections in order to understand their ownand others’ customs, histories, traditions, values, beliefs, and waysof seeing and making sense of their world. Through communicative, interactive and experiential learning or through reading,viewing, and discussing basic, authentic texts that reflect diversesocial and cultural backgrounds can come to understand eachothers’ perspectives.

The EAL 701C curriculum promotes a commitment to equity byvaluing, appreciating, and accepting the diverse and multiculturalnature of our EAL students and society in general, and byfostering awareness and critical analysis of individual and systemicdiscrimination.

Curriculum, classroom practices, and learning resources shouldreflect the diverse and multicultural nature of our society, examineissues of power and privilege, and challenge stereotypes anddiscrimination.

One of the greatest challenges for teachers is engaging studentswho feel alienated from learning (i.e. students who lack confi-dence in themselves as language learners who have a potential thathas not yet been realized). In this case, EAL students, may lackconfidence in their ability to speak, read and write in English.Although some EAL students are very motivated, teachers shouldnot always assume this will always the case. Among them arestudents who seem unable to concentrate, who lack everydaymotivation for academic tasks, who rarely do homework, who failto pass in assignments, who choose to remain on the periphery ofsmall-group work, who cover up their writing attempts fearing

Engaging All Students

Teachers promote gender equity in their classrooms when they:• articulate equally high expectations for male and female

students;• provide equal opportunity for input and response from male

and female students;• model gender-fair language and respectful listening in all

their interactions with students;• promote critical thinking and challenge discrimination.

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the judgements of peers, who are mortified of being asked to readaloud and who keep their opinions to themselves. EAL studentsmay become disengaged for these reasons and several more. Forexample, an EAL student who appears disengaged in a classdiscussion may actually not have the speaking and vocabularyskills necessary for participation. Such students may be extremelyfearful of making a mistake that they simply do not take risks.Students may be in the silent period (See Glossary of Terms,Appendix G and Cultural Awareness Factors, Appendix I). Inaddition, some EAL students who have missed significant gaps intheir education may experience delays when it comes to learningan additional language. Some, though not all, exhibit behaviorsin classrooms that further distance them from learning.

These students need essentially the same opportunities as theirpeers:• engagement in authentic and worthwhile communication

situations;• time to construct meaning, connect, collaborate, and

communicate with each other;• opportunity to form essential links between the world of

authentic text and their own world;• develop a sense of ownership of language learning and

assessment tasks.

EAL students need multiple opportunities for experiences that aredesigned to engage them personally and meaningfully, and whichmake their learning pursuits relevant. They need substantialsupport in reading and writing. They need positive andmotivational feedback. They need all of these experiences withinpurposeful, interactive and communicative learning contexts.

Ultimately, the EAL curriculum for students should prepare themfor life after high school. Preparing students means engagingthem with resources and with people from whom they can learnmore about themselves and their world. Some students feelinsecure about their own general knowledge and are reluctant totake part in class discussions deferring to their peers who seemmore competent.

Through the curriculum, the students must not only find theirvoice in a new language, but also in a new culture. This can be adaunting task for many. The learning environment must bestructured in such a way that all students, alongside their peersdevelop confidence in their language proficiency and overallability to communicate with others.

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The greatest challenge in engaging EAL learners is finding anappropriate balance between supporting their language needs bystructuring opportunities for them to experience learning successand challenging them to grow as learners. Teachers need to havehigh expectations and to clearly articulate and explain theseexpectations in simplified language at this level.

A complete curriculum allows for the flexibility of inclusion of thecommunity through various means. Activities such as guestspeakers, field trips, and presentations allow the students tobecome more aware of the influence of the community on theirlives. Students gain insight into the current workings of theirlocal society, as well as observe role models and establish contactswith the community. Moreover, these activities link EALstudents to the community and give them opportunities to listento and practice authentic language in real-life situations.

Homework is an essential component of a program as it extendsthe opportunity to think and reflect on ideas investigated duringclass time. Meaningful homework experiences can allow thestudents to learn self-discipline and team responsibility whileacquiring a sense of self-worth.

Teachers use their professional judgement to assign homework as ameans of reinforcement, assessment, and/or further investigation.

Homework is another channel for parents and guardians to beinvolved. It is a tool for parents and guardians to understand thefocus of their child’s education in learning English as anadditional language. In some cases it opens the opportunity forparents and guardians to become actively involved in thehomework process. Parents and students are often learningEnglish as an additional language at the same time, enhancingfamily literacy.

Learning a new language and culture is very demanding.Spending all day listening to a language one does not understandcan be exhausting. This needs to be taken into considerationwhen asking students to spend time doing homework, especiallyat the beginner and introductory level.

Links to Community

Homework

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The Senior High

Learning Environment

An effective learning environment for grades 10-12 is• interactive• communicative• collaborative• inclusive• caring, safe• challenging• a place where resource-based learning includes and encourages

the multiple use of technology, the media, and other visualtexts as pathways to learning and as avenues for representingknowledge.

The teacher structures the learning situation and organizes thenecessary resources. In assessing the nature of the task, theteacher may find that the situation calls for teacher-directedactivities with the whole class, small groups of students, orindividual students. Such activities include direct instruction inconcepts and strategies and brief mini-lessons to create andmaintain a focus.

As students progress in their English language proficiency anddevelop a focus for their learning, the teacher moves to theperimeter to monitor learning experiences and to encourageflexibility and risk taking in the ways students approach learningtasks. The teacher intervenes, when appropriate, to providesupport. In such environments, students will feel central to thelearning process.

As the students accept more and more responsibility for learning,the teacher’s role changes. The teacher notes what the studentsare learning and what they need to learn, and helps them toaccomplish their tasks. The teacher can be a coach, a facilitator,an editor, a resource person, and a fellow learner. The teacher is amodel whom students can emulate, a guide who assists,encourages, and instructs the student as needed during thelearning process. Through the whole process, the teacher is alsoan evaluator, assessing students’ growth while helping them torecognize their achievements and their future needs.

Learning environments are places where teachers:

• integrate new ways of teaching and learning with establishedeffective practices;

• have an extensive repertoire of strategies from which to selectthe one most appropriate for the specific learning task;

• value the place of dialogue in the learning process;

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• recognize students as being intelligent in a number ofdifferent ways and encourage them to explore other ways ofknowing by examining their strengths and working on theirweaknesses;

• value the inclusive classroom and engage all learners inmeaningful activities;

• acknowledge the ways in which gender, race, ethnicity, andculture shape particular ways of viewing and knowing theworld;

• structure repeated opportunities for reflection so thatreflection becomes an integral part of the learning process.

The physical learning environment should not be restricted toone classroom. There should be ample physical space for studentsto use cooperative learning techniques as well as other learningstyles. There should be regular access to learning centers in theschool building such as computer labs and gymnasiums.Learning should be extended to community facilities, allowingfield trips and guest speakers to expand the learning environment,while appreciating the focus of the community in their education.

Students and teachers need to feel safe, both physically andemotionally, in the school setting. In a learning environmentwhere cooperative, active and collaborative teaching strategies areutilized, students must become knowledgeable of their role inenabling a safe environment to exist.

Empowering students to take ownership for their own safety andthose of their peers is an essential component of the classroomlearning. Teachers can provide students with the knowledgenecessary to prevent unnecessary risks in their learning environ-ment. By educating students about the risk factors involved inthe classroom setting, they can become active participants in theownership of their own safety.

While physical safety is of utmost importance in the classroomsetting, emotional safety is equally important. Students need toknow the accepted behavior and the consequences that ensue.Students should be encouraged to be active learners withoutbeing intimidated by others. In every learning environment,teachers foster cooperative, respectful verbal dialogue and physicalpresence. Student consequences to the contrary are essentialcomponents to the learning process.

A Safe Learning

Environment

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Educating EAL students about the risk factors, accepted behaviorand consequences involve giving students a great deal of informa-tion in English. Teachers ensure student understanding by askingquestions for clarification of the information given. At theintroductory/ beginner level, teachers may want to accesstranslators to ensure this information is completely understood.Due to language barriers and cultural misunderstandings, someEAL students may not be fully aware of acceptable and unaccept-able behavior. It is crucial EAL students have an understanding ofwhat behaviors are expected from them in the classroom andschool.

The general principles of second language learning influence ESLprogramming as noted in Newfoundland’s ESL SupportDocument (1999). These second language principles also applyto learning an additional language and are equally importantwhen considering EAL 701C.

Second Language Learning Principles

• Developing a high level of second language proficiency maytake a very long time. While basic interpersonal communication skills can usually be acquired within two years in asecond language environment, a high level of proficiency(takes five to seven years) for some learners (Cummins 1979,1982). For the teacher, this means that while an ESL studentmay appear to be competent in conversation after a year ortwo, it often takes several years for the learner to achieve thesophisticated level of language required in some academictasks.

• Second language learning is a developmental process. Thisprocess is both similar to, and different from, learning a firstlanguage. Learners often develop their own creative learnerlanguage, referred to as interlanguage (Selinker, 1972). This isneither random nor entirely dictated by the first language,although the first language plays a role. Beginning ESLstudents often need a period of listening to English beforethey can be expected to produce orally. Learners of differingfirst languages (i.e. Arabic, Asian, Slavic) pass through certainstages in the acquisition of the second language. Errors in thetarget language reflect the learner’s position along thedevelopmental continuum and are an unavoidable and naturalpart of the acquisition process.

Principles Underlying

the EAL Curriculum

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• Individual differences affect learner success. Factors such asage, motivation and attitude, cognitive style, learningstrategies, aptitude as well as personal characteristics likeextroversion and tolerance of ambiguity all influence learnerprogress. There are certain constants in second languagedevelopment, but there is also much variability amongindividual learners.

• Both accuracy and fluency play a significant role in theacquisition of a second language. A focus on communicativeability and a focus on form are necessary to attain a high levelof proficiency in the second language. It is not enough for alearner to be simply exposed to the language.

• First language literacy has implications for ESL programming.Student literacy in a first language may affect the time neededto develop second language skills. Students usually learn toread when they have a meaningful vocabulary and canidentify and distinguish the sounds of English. Students withlimited literacy, as well as those literate in writing systemsother than the Roman alphabet, will need to begin theirreading program with reading readiness activities. Studentswho are literate in their first language can transfer cognitive/academic or literacy-related skills both to and from the targetlanguage (Cummins, 1999), often resulting in betteracademic achievement than those students who are notliterate in their first language.

Motivation for EAL students may differ depending on many factors.Students’ educational, emotional, cultural and socio-economicbackgrounds all affect their motivation level. If an EAL student isquiet, this does not necessarily mean that a student lacks motivation.The student could be in the “silent stage” (see Glossary of Terms,Appendix G), or the student may not have enough speaking skills torespond for the first part of a beginner course. Many students do notunderstand the intricacies involved in learning a language. They maybe highly motivated in other courses like mathematics, science, socialstudies, etc. as opposed to English. They may not see the purpose ofprogressing in their English language proficiency and how doing sowill help them progress in their academic and cognitive language. Inturn, the progression in their English language skills will in fact, assistthem in the progression of all their secondary courses. Students whocome to understand this relevancy will often be more motivated asthey see the purpose and function behind learning English as anadditional language. Those students who do understand the rolelanguage plays in their learning, may still struggle withcomprehending and expressing new concept/terms in a new language.This may lead to frustration and low motivation.

Motivation

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The English As An Additional Language

Learning EnvironmentThe Effective EAL

Classroom

With the accelerating pace and scope of change, today’s studentscannot prepare for communicating effectively in the outside worldby merely learning isolated facts about language and grammar.Problem-solving, critical and creative thinking, and informeddecision making are essential for success in the future. The EAL701C learning environment can contribute to the development ofthese essential attributes.

An effective instructional environment incorporates principles andstrategies that recognize and accommodate varied learning styles,multiple intelligences, and diverse abilities that students bring tothe classroom. Teaching approaches and strategies foster a widevariety of experiences to actively engage all students in thelearning process. The communicative and interactive nature ofEAL 701C provide unique opportunities to do this.

To meet these challenges, the EAL program reflects a wide rangeof characteristics:

Respectful of diversity

EAL students come to the Canadian classroom from backgroundsthat represent global diversity in terms of social identity,economic context, race, ethnicity, and gender. The EAL learningenvironment attempts to affirm the positive aspects of thisdiversity and foster an understanding and appreciation of themultiple perspectives that this diversity can lend to the classroom.Regardless of their backgrounds, students should be given equalaccess to educational opportunities of which they can besuccessful.

Inclusive and inviting

The EAL classroom should be a psychologically safe place inwhich to learn. It should be free from bias and unfair practicesthat may arise from perceptions related to ability, race, ethnicity,culture, gender, or socio-economic status. Students do come withdifferent attitudes, levels of knowledge, and points of view, butrather than be obstacles, these differences should be opportunitiesto rise above stereotypes and positive self-images. Studentsshould be provided collaborative learning contexts in which theycan become aware of and transcend their own stereotypicalattitudes and behaviors.

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Engaging, interactive & communicative

If classrooms are places where there is respect for diversity andwhere learning is engaging and interactive, then students will beexpected to participate in communicative and problem-solvingsituations. Students will be provided with direct, vicarious andauthentic experiences to which they can apply English languageskills, strategies, and processes purposefully. Rather thanassuming passive roles, students bring their prior information andknowledge to shape a global community within the classroom.

Relevant and significant

Since the adolescent learner may challenge what the adult worldrepresents and the relevance of taking a course in English as anadditional language, it is necessary for the EAL curriculum to beconvincing and relevant. Consequently, it must provide learningsituations that incorporate student interest but also encouragestudents to question what they know, their assumptions, andattitudes. In so doing, they will come to more deeply understandand appreciate their own heritage and culture.

Balance

When planning English as an additional language learningexperiences, it is important that teachers consider appropriateemphasis on specific aspects of the curriculum, including

• oral activities that provide the scaffolding for growth inreading and writing

• opportunities for students to use talk for different purposes,including the use of exploratory talk to explore and shapetheir ideas

• several opportunities for student talk• access to information texts, literature, media texts and

technological texts• reading experiences appropriate to the developmental needs of

the students; these experiences should include at all levels,reading aloud, shared reading, guided reading andindependent reading

• involvement in individual paired, small group and large groupactivities

• experiences designed, selected or directed by the teacher andexperiences designed, selected or directed by the student

• writing for different purposes and audiences, includingthemselves

• assessment procedures that gather information on all areas ofEnglish as an additional language

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Challenge Experiences that challenge learners are essential to languagedevelopment. Students need to experiment with language and tryout new ideas. If they are at the limits of their knowledge andabilities, they will make mistakes. In a supportive environment,students will take risks and learn without anxiety. Within aninviting and stimulating environment, all students must becontinually challenged to:• expand their knowledge base (including their capability and

ease of use of vocabulary, syntax, punctuation, structure,rhetorical techniques/stylistic devices)

• develop increasing facility with a range of strategies forreading, writing, speaking, listening, representing andviewing (including inferring, adapting, substituting,regrouping, attending to cues, predicting, synthesizing,assessing, judging, exploring)

• create and respond to texts of increasing complexity• use and respond to language from progressively more

sophisticated perspectives• develop increasing confidence with language (including level

of comfort, willingness to risk and extend, adaptability,flexibility, valuing and appreciating

English language arts classrooms need to be centres of inquirywhere students and teachers investigate their own languagelearning, both individually and as a learning community. Theyshould be places where students learn to reflect, in a focused way,on the powers and limitations of language use and usages. At alllevels students need to reflect on their own language use and onthe ways in which others use language. They need to grapple withthe problems of understanding how language works, what effectscertain language has, and why. This sort of inquiry challengestheir thinking about language.

Such critical and self-critical perspectives become accessible tostudents in classrooms where they know their own words areheard and respected and where teachers are critically aware ofand reflective about their own language use. Under thesecircumstances students can become sufficiently self-critical toimprove their work and to adapt what they know to a variety ofsituations. Critical perspectives also enable students to recognizewhen others use language powerfully and eloquently to influenceand manipulate them as well as to engage and inspire them.

Inquiry

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Resource-Based

Learning

Resource-based learning actively involves students, teachers andteacher-librarians in the effective use of a wide range of print,non-print and human resources. Resource-based learning fostersthe development of individual students by accommodatingtheir varied interests, experiences, learning styles, needs andability levels. Students who use a wide range of resources invarious mediums for learning have the opportunity to approacha theme, issue or topic of study in ways which allow for arange of learning styles and access to the theme or topic viacognitive and affective appeals. When students engage in theirown problem solving or research process with appropriate teachersupport and supervision, they are more likely to take responsibil-ity for their learning and to retain the information they gather forthemselves. In a resource-based learning environment, teachersencourage students to use a wide variety of resources to seekinformation and solve problems. Students and teachers makedecisions about appropriate sources of information and tools forlearning and how to access them. They use:• translators or electronic dictionaries (teachers regulate

according to language level and learning needs; please seeStudent Resources)

• a range of print resources such as textbooks, novels,magazines, newspapers, World Wide Web texts and libraryreference works

• multimedia technologies such as videotape and videodisc,CD-ROM, software tools and simulation/modeling tools

• primary documents such as historic records, original studiesand reports, legislative documents

• computer networking and telecommunications for both dataaccess and participation in learning communities

• their school library/resource/media centres to locate and usemany of these resources

• their local communities for the rich supply of materials,human resources and information provided by businesses,social service agencies, citizens’ groups, teachers’ centres,public and university libraries, cultural federations, theatersand cinemas

Literacy development in an EAL student’s first language (L1)greatly influences the pace at which a student will progress in his/her second/additional language acquisition. “The clearest,unambiguous finding of hundreds of research studies or bilingualliteracy is that first-language literacy is a crucial variable,influencing second language literacy in a very positive way” (Au,1993; Bialystok, 1991; Cummins ,1989c, 1991, 1996, 2002;Cummins and Swain 1986, Freeman & Freeman, 1992,

Literacy and EAL

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Genesee, 1987, 1994; Hudelson, 1994; Johnson & Roen, 1989;Guzman, 1996; Snow, 1990; Tinajero & Ada, 1993; WongFillmore & Valadez, 1986 in Ovando, Combs and Collier, 2006).

Literacy development for EAL students is dependent upon manyfactors. The student’s socio-economic status and educationalexperiences in his/her homeland are only but a few factorsimpacting on the student’s rate of acquiring an additionallanguage. In the last ten years, the number of immigrants to ourprovince, arriving from war-torn countries or regions that havesuffered cataststophic natural disasters has been increasing. Theseindividuals often experienced interrupted schooling or may neverhave had the opportunity to attend school. Students who arriveto a new country who are preliterate in their first language need agreat deal of support academically and emotionally in their firstlanguage.

The EAL student who has literacy in his/her first language hasalready acquired some transferable skills to his/her second/additional language. For example, students have alreadydeveloped extensive decoding skills in their first language.Students use their first language to make sound-symbol corre-spondences to the written word and text. They do not have tolearn this a second time. If students are in a learning environ-ment where instructional strategies promote the transfer of suchliteracy skills, students are more apt to progress in their languageacquisition (see Instructional Approaches and Strategies on page38).

Since EAL students may come from a variety of native languages,listening activities in English present potential difficulties that arenot problematic for most English first language learners.

1) Hearing the soundsSome EAL students do not perceive certain English soundsbecause these do not exist in their own language. The ‘th’ sound /O/ as in thick, for example, does not exist in Cantonese orMandarin. Therefore, native Chinese speakers often do not noticethat it occurs in English. They may simply assimilate it to thenearest sound familiar to them and say /t/ or /f/. It is essential forthe learners to achieve familiarity with the phonemes of theEnglish language if they are to be efficient listeners. If they learnto pronounce the sounds accurately, it will be much easier forthem to hear the sounds correctly when said by someone else.

Listening

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2) Lack of control over speedMany EAL students feel that the greatest difficulty with listeningcomprehension, as opposed to reading comprehension, is that thelistener cannot control how quickly the spoken message is given.They feel that the utterances disappear, as it were, before they canunderstand them, whereas the words in a written text remain onthe page where the reader can glance back at them or re-examinethem thoroughly. This frequently means that students who arelistening cannot keep up. They are so busy working out themeaning of one part of the message that they miss the next part.

Students should be encouraged not to worry if they don’tunderstand every word. They should learn that a listening taskcan often be completed even when they miss some of the words.In this way students can begin to appreciate that comprehensioncan occur with less than complete understanding of all that issaid.

3) Limited vocabularySometimes, listeners can deduce the meaning of a word from itscontext. However, more often than not for EAL students, anunknown word can be like a suddenly dropped barrier causingthem to stop and think about the meaning of the word and thusmaking them miss the next part of the speech. Students need todevelop the skill of ‘keeping up’ with the speaker even if thismeans letting parts which they have not understood pass by.

4) Failure to recognize signalsThere are many ways in which a speaker can indicate that he/ sheis moving on from one point to another, or giving an example, orrepeating a point. These signals are not immediately evident to aperson listening to a foreign language and can easily be missed.Lecturers, in a formal situation, generally show clearly that theyare about to begin a new point. They use expressions like‘secondly’ or ‘then’. They may pause or make a gesture or moveslightly. They may mark a change to a new point by increasedloudness or a clear change of pitch. In spontaneous conversation, aspeaker will make use of different intonation to indicate whetherhe/she is introducing a new idea or saying something the listeneralready knows. Students need to learn to listen (and if the speakeris visible, watch) the signals in order to be able to connect thevarious utterances in the way the speaker intended them to beconnected.

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5) Problems of interpretationSharing common meaning and assumptions makes communica-tion possible. Students who are unfamiliar with the context mayhave considerable difficulty in interpreting the words they heareven if they can understand their ‘surface’ meaning. Effective pre-listening activities can usually minimize this problem.

6) Learning environmentIn the past, EAL teachers have often aimed to teach their studentsto understand everything in the English lesson, by repeatingsentences, pronouncing words carefully, by grading the languageto suit the level of the students, by speaking slowly and pausingfrequently. If students are to be prepared for listening in the realworld, teachers must provide language models, both live andtaped, which reflect the reality of communication outside theclassroom.

7) Environmental cuesMany second language learners seem to lack the ability to useenvironmental cues to get at the meaning of a misunderstoodutterance. The problem is not the lack of skill in perceiving extra-linguistic cues but in the ability to apply this skill in secondlanguage listening. ESL listeners have to work much harder atdecoding than native listeners. They try to interpret every detailas it comes up instead of relaxing and taking a broader view.Teachers need to encourage the students to relax and gather whatthey can from the information they can readily decode. Activitiesin listening for specific information, ignoring unnecessary details,listening for general meaning, and coping with redundancy andnoise can encourage a relaxed approach to listening comprehen-sion. This will help to free the listener to exploit all available cluesto meaning.

8) Understanding different accentsEAL students who are used to the accent of their own teacherare often surprised and dismayed to find they have difficultyunderstanding someone else. Learners who have some experiencein listening to and understanding a number of different accentsare more likely to be able to cope successfully with additionalaccents than those students who have heard only one.

9) Intonation and stressThe English systems of stress, intonation and rhythm caninterfere with the additional language learner’s understanding ofspoken English. Therefore, students’ efforts should be focused oncertain general patterns. (ESL 2205 Curriculum Guide, NL)

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Listening in class and taking notes involves more than languageskills alone. Lecture comprehension and note-taking require skillsin evaluating information ( deciding what needs to be focused onand noted), skills in organizing information and skills inpredicting upcoming information (allowing listeners to use timeeffectively when listening.) Students must also become familiarwith the various styles and accents of lecturers; decode and usenotes for study purposes and prepare for classroom discussion anddebates.

Classroom materials used should be authentic in style as well asfunction. Students should be motivated to listen to the lecturesnot just because they need to do a language task, but becausethey want to learn the information the lectures contain. Asufficient number and variety of lectures should be included toallow teachers to choose topics based on students’ interests andneeds. Teachers may chose to deliver some of the lectures ‘live’, touse tapes of a variety of speakers or to combine both of thesemethods. Live delivery of the lectures by ESL teachers cannot, ofcourse, be completely authentic. ESL teachers adapt theirlanguage to fit the level of their non-native audience. Although itis impossible to erase all such “teacher talk” from lecture delivery,teachers should be aware how much they are adapting theirlanguage. Teachers should aim for a normal rate of speech, usualvocabulary, and a natural amount of repetition and paraphrase.

The communicative approach to speaking a second languageensures that the interactions in the classroom are replications of,and necessary prerequisites for, communication in the real world.One device which helps the teacher in creating communicativeactivities is the ‘information gap’. Information gap activities forcethe participants to exchange information in order to find asolution. One reason why the information gap is useful for theteaching of speaking is that it creates a condition of unexpected-ness. If student A does not know in advance what student B willsay to him, the former cannot work out his/her reply in advance;he/she is forced to formulate his/her responses quickly. This typeof activity permits genuine information flow in the classroom.(ESL 2205 Curriculum Guide, NL)

Listening and

Note-taking

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Speaking The creation of a speaking task then is essential in communicativeactivities. However, there is sometimes the problem of studentswho do not participate in an activity because there is nomotivation for doing so. What is needed also is accountability onthe part of the students. Requiring the students to utilizeinformation obtained in the course of an activity is the ‘taskdependency’ principle. According to it, we create whereverpossible, a Task 2 which can only be done if a Task 1 has beensuccessfully completed. For the teaching of the receptive skills, thetask dependency principle is crucial to ensure that the listening orreading task gets done. But it is also relevant to the productiveskills because it helps to foster an ‘accountability’ for the way astudent uses the language.• Provide the students with a balanced approach. Students need

practice in accuracy work and opportunities for fluency workthrough a combination of class, pair and group work.

• Vary the tasks. Activities in the classroom should alwaysmirror the linguistic reality of the outside world.

• Remember that language happens in situations and in orderfor students to be able to use it they need to realize in whatsituations certain pieces of language are used.

• Give students a purpose for speaking. In real life when twopeople engage in conversation, we can be fairly sure that theyare doing so for a reason.

• Ensure that every lesson ends with the learners being able tosee that they can do something which they could not do atthe beginning and that the ‘something’ is communicativelyuseful.

• Give the students choices in terms of what they will say andthe linguistic forms they will use. Exercises in which thespeaker and listener are controlled in their language by theteacher fail to Practice an essential aspect of truecommunication.

• Mistakes are often signposts of learning. Learners who makemistakes because they are trying to do something they havenot been shown how to do are not making mistakes at all.They are trying to deal with a situation for which they areunprepared. (ESL 2205 Curriculum Guide, NL)

• Language is learned by using it and it is only by practicingcommunication that students learn to communicate.However, there is still great value in a framework withinwhich learning can be structured, and the provision of thisframework is the responsibility of the teacher. Pronunciationerrors that second language learners make are not just randomattempts to produce unfamiliar sounds. Rather, they reflect

Guidelines for

Speaking Activities

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the sound inventory, rules of combination, and the stress andintonation patterns of the native language. Consequently, onequestion that a teacher might ask concerns the degree of difficultythat different native languages pose for learning the pronunciationof English. For example, because the sound systems of Englishand Cantonese differ more than the sound systems of English andRussian, is it more difficult for a Cantonese speaker to acquireEnglish pronunciation than for a Russian speaker? If so, does thismean that it is more important to teach pronunciation toCantonese speakers than to Russian speakers? The answer to bothof these questions is ‘perhaps’. However, sociocultural andpersonality factors also determine the degree of a learner’spronunciation problems. In other words, native language is notthe only factor affecting pronunciation in a second language. It isone of several factors suggesting that teachers cannot decide,without first listening to their students, which learners willnecessarily need more pronunciation practice. A knowledge of theEnglish sound system helps teachers to identify and isolate themost important pronunciation problems of their students. Adiagnostic profile sheet is advisable for each student as it providesa record of strengths and weaknesses, permits the recording ofprogress within a specific area and allows the teacher to developpriorities for a particular individual or group. The followingcategories should be used in such a profile:

General Speaking Habits• Clarity: Is the student’s speech muffled because she/he speaks

with a hand covering the mouth or because the head is helddown?

• Speed: Does inaccurate articulation occur because the studentspeaks too quickly?

• Breath Groups: Does the student speak with appropriatepauses, breaking up a sentence into thought groups?Intonation

• Is the student using appropriate intonation patterns, i.e.rising intonation for yes/no questions, pitch change at majorstress words in a sentence etc. ?

Stress and Rhythm• Word level stress: Can the student pronounce schwa in

unstressed syllables? Can the student use length todifferentiate between stressed and unstressed syllables?

• Sentence level stress: Is the student able to produceappropriate strong and weak stresses? Are content andfunction words unstressed? Is the major sentence stress on theappropriate words?

Pronunciation

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Integration of Grammar

into the Curriculum

The 1970s saw a shift in emphasis from the teaching of languageas a closed set of forms to the teaching of language as an open-ended series of communicative functions. In the classroom, thisled to a shift in emphasis from developing formal accuracy todeveloping functional fluency. Today it is widely accepted that“ability to communicate is not obtained most quickly orefficiently through pure communication practice in the classroom- not, at least, within the framework of a formal course” (Larsen-Freeman 1995). Findings of immersion studies suggest that whenlanguage learning is purely communicative, some linguisticfeatures do not ultimately develop to target levels. (Lightbown &White 1987). It is therefore no longer a question of whether toteach grammar in the classroom. It is a question of how. If theconcept of grammar teaching is revised and it occupies its centralplace in the language curriculum, it becomes not discrepant butin harmony with educational and personal aspirations.

• Linking: Is the student linking words appropriately withinsentences? Consonants

• Substitution: Is the student substituting a different consonantfor the appropriate one, i.e. /t/ for unvoiced /th/?

• Omission: Is the student omitting consonants, i.e. /pey/ for/peys/?

• Articulation: Is the consonant being properly articulated, i.e./p/. Is /p/ part of an aspirated word initially?

• Clusters: Is the consonant properly articulated in clusters,i.e. the initial voiced /th/ in ‘there’, the /str/ in ‘street’?

• Linking: Is the consonant being properly linked in connectedspeech, i.e. are flaps produced in appropriate places?

Vowels• Substitution: Is the student substituting one vowel for

another i.e. /a/ for / /?• Articulation: Is the student articulating vowels sounds

properly, i.e. are the lips rounded for /u/, as in ‘do’ or ‘few’?• Length: Does the student have the appropriate length, i.e. the

long /e/ vowel in pronouncing /speed/ versus /sped/?• Reduction : Are vowels reduced in unstressed syllables, i.e.

the second vowel in ‘campus’ pronounced as schwa?• Linking: Are vowels being properly linked across two-word

boundaries, i.e. two oranges? (ESL 2205 Curriculum Guide,NL)

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Guidelines for Teaching

Grammar

• The total program should allow students to make discoveriesabout language by exposing them to a large quantity oflanguage and encouraging them to experiment with its use inreal communication. Students need to talk, read, and writeextensively.

• Grammatical explanations and descriptions are valuable ifthey improve the efficiency of the language learning process.The nature and timing of grammatical descriptions should becarefully considered for each class. It should not be necessaryto refer to complex theories or complex terminology in givinggrammatical explanations.

• Knowing the rules underlying English usage refers not only toform but also to the function.

• Complete accuracy at each stage is an unrealistic expectationin any learning situation. By meeting structures in new anddifferent contexts, over a period of time, and by trying themout in speaking and in writing, students gradually gaincontrol over them.

• The organization and selection of structures in the course willdepends upon the particular needs of the students. Structuresshould be introduced in many different contexts in a spiralarrangement.

• Grammar activities should be communicative andmeaningful.

In the context of EAL 701C, intermediate grammar refers to:

• the more advanced tenses (past perfect, future perfect, presentperfect progressive, past perfect progressive and future perfectprogressive);

• advanced rules related to number (e.g. irregular noun plurals,non-count nouns, irregular or advanced rules of subject-verbagreement, pronoun agreement with collective, generic andnon-count nouns);

• modals of logical probability and social interaction, in a rangeof tenses, (e.g. can, could (have), should (have), may (have),might (have), etc.);

• passives;• complex sentences (noun and adjective clauses). (ESL 2205,

Curriculum Guide, NL)

Intermediate Grammar

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THE USE OF TECHNOLOGY

The explosion of technology has contributed to the revisedconcept of “literacy” discussed in the introduction to thisdocument to encompass print literacy, visual literacy, medialiteracy and all of the other “literacies” needed to use theemerging technologies of our culture. Given available technolo-gies, the curriculum at every level should, to the fullest extentpossible, include experiences which build students’ confidenceand competence in using a range of information-retrieval andinformation processing technologies to meet their owninformation needs. Such experiences should involve students, forexample, in:• using a word processor to develop a piece of writing• constructing simple data bases and spreadsheets as ways to

organize information• exploring the applications of interactive CD-ROM software

and laserdiscs• using graphic communication software• producing a variety of desktop-published texts• using multimedia• using e-mail• using listservs, newsgroups, file transfer, electronic bulletin

boards and web browsers• using appropriate technologies to organize and create complex

information with multiple textual and graphic sources• distinguishing sources which are central, reliable and

relevant among the vast number of choices offered bytechnologies

Integration of

Technology in EAL

Instructional

Approaches and

Strategies

INTERACTIVE LEARNING

Learning language is both personal and social—language is socialin origin and in purpose. Teachers should use a variety of socialinteractions as instructional contexts—including pairs, smallgroup, whole class and across-age groupings—to take advantage ofdifferent language and learning possibilities.

Growth in language is fostered in situations which invite studentsto interact and collaborate with each other and with teachers andother adults. Such interaction allows students to explore theirown ideas, get feedback, build on insights of others and constructknowledge collaboratively. This curriculum emphasizes interac-tive learning in an environment that fosters development of theabilities to communicate effectively and to think critically bothwithin and beyond the classroom.

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36 EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

The terms “assessment” and “evaluation” are often used inter-changeably. However, they are not exactly the same. “Assessment”refers to the process of collecting and gathering information aboutstudent performance as it relates to the achievement of curriculumoutcomes. “Evaluation” refers to the systematic process ofanalyzing and interpreting information gathered through theprocess of assessment. Its purpose is to make judgements anddecisions about student learning. Assessment provides the data.Evaluation brings meaning to the data. Assessment must reflectthe intended outcomes, be ongoing, and take place in authenticcontexts.

Meaningful learning involves reflection, construction, and self-regulation. Students are seen as creators of their own uniqueknowledge structures, not as mere recorders of factual informa-tion. Knowing is not just receiving information but interpretingand relating the information to previously acquired knowledge. Inaddition, students need to recognize the importance of knowingnot just how to perform but when to perform and how to adaptthat performance to new situations. Thus, the presence or absenceof discrete bits of information - which has been the traditionalfocus of testing - is no longer the focus of assessment of meaning-ful learning. Rather, what is important is how and whetherstudents organize, structure, and use that information in contextto solve problems.

Evaluation may take different forms depending on its purpose.Diagnostic evaluation will identify individual problems andsuggest appropriate corrective action. Evaluation may be formativein that it is used during the instructional process to monitorprogress and to make necessary adjustments in instructionalstrategies. Summative evaluation is intended to report the degreeto which the intended curriculum outcomes have been achieved.It is completed at the end of a particular instructional unit.

Since the specific curriculum expectations indicate behaviorsinvolving knowledge, skills, and attitudes, assessment must reflectstudent performance in each of these areas. The learning outcomesspecific to the cognitive domain emphasize the acquisition ofcognitive skills at all of the taxonomic levels: knowledge,comprehension, application, analysis, synthesis, and evaluation.This will help to ensure that the focus on instruction goes beyondthe lower levels of learning - recalling facts, memorizing,definitions, and so on. Likewise, the focus of evaluation shouldalso go beyond testing at the knowledge level.

Introduction

ASSESSING AND EVALUATING STUDENT LEARNING

Assessing and Evaluating Student

Learning

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Teachers must realize they are preparing students for a worldwhere knowledge is expanding at a rate we can no longer track.This requires that we shift emphasis from content knowledge toinformation processing skills. Our students need to be able toselect, process, and evaluate knowledge.

This knowledge does not always need to be tested directly onevaluations that rely strictly on the recall of facts during tests;rather, it can be encompassed in higher level objectives such ascomprehension, synthesis, or application. These could be bettermeasured through a problem-solving approach.

It is therefore important to emphasize a variety of strategies inevaluation plans. These must reflect the teaching strategiesemployed in the delivery of the specific topic.

The evaluation plan should include a wide variety of assessmentmethods. Any single item of information about a student’slearning is only a minuscule sample of that individual’s accom-plishments. All types of learning outcomes cannot adequately beevaluated with a single type of instrument. Notions aboutstudents having different learning styles also apply to theirperformance on items designed for purposes of evaluation.

Evaluation strategies must closely resemble the nature of theinstructional program, curriculum, and modern learning theory.There is significant movement toward authentic assessment orperformance assessments. These could include such strategies asopen-ended questions, exhibits, demonstrations, projects,computer simulations, writing, and portfolios of students’ workover time.

A multifaceted plan is needed to respond to the differences in theintended learning outcomes, the learning styles of students, andto reflect the Essential Graduation Learning.

Individual learning outcomes, the criteria for success, and theform that assessment and evaluation will take, should be clearlyunderstood by teachers, students, and parents. This involvesclearly describing unit and lesson objectives and how theachievement of these objectives will be assessed. If students are tosee themselves as responsible for their own learning, the require-ments for attaining success in a unit of work must be clearlyunderstood. The assessment and evaluation of the unit shouldcontain no surprises. Following are examples of assessmenttechniques:

Assessment/Evaluation

Techniques

ASSESSING AND EVALUATING STUDENT LEARNING

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ObservationThis technique provides a way of gathering information fairlyquickly while a lesson is in progress. When used formally, thestudent(s) would be made aware of the observation and thecriteria being assessed. Informally, it could be a frequent, butbrief, check on a given criterion. Observation may offer informa-tion about the participation level of a student for a given task orapplication of a given process. The results may be recorded in theform of checklists, rating scales or brief written notes. It isimportant to plan in order that specific criteria are identified,suitable recording forms are ready, and that all students areobserved in a reasonable period time.

PerformanceThis curriculum encourages learning through active participation.There is a balance between processes and content. It is importantthat assessment provide feedback on the various skill developmentthroughout the course. Many activities referenced in this guideprovide opportunities for students to reflect on their skilldevelopment, and for teachers to assess student skill developmentthroughout the course.

JournalAlthough not assessed in a formal manner, journals provideopportunities for students to express thoughts and ideas, and toreflect on their transferrable skills. By recording feelings,perceptions of success, and responses to new concepts, a studentmay be helped to identify his or her most effective learning styleand skills. Knowing how to learn in an effective way is powerfulinformation. Journal entries also give indicators of developingattitudes to concepts, processes, and skills, and how these may beapplied in the contexts of society. Self-assessment, through ajournal, permits a student to consider strengths and weaknesses,attitudes, interests, and transferrable skills. (See page 40,Dialogue Journals)

InterviewThis curriculum promotes understanding and applying concepts.Interviewing a student allows the teacher to confirm that learninghas taken place beyond simply factual recall. Discussion allows astudent to display an ability to use information and clarifyunderstanding. Interviews may be brief discussions betweenteacher and student or they may be more extensive and includestudent, parent and teacher. Such conferences allow a student tobe pro-active in displaying understanding. It is helpful forstudents to know which criteria will be used to assess formalinterviews. The assessment technique provides an opportunity tostudents whose verbal presentation skills are stronger than theirwritten.

ASSESSING AND EVALUATING STUDENT LEARNING

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Paper and PencilThese techniques can be formative or summative. Severalcurriculum outcomes call for displaying ideas, plans, conclusions,and the results of research, and can be in written form for displayor for direct teacher assessment. Whether as part of learning, or afinal statement, students should know the expectations for theexercise and the rubric by which it will be assessed. Writtenassignments can be used to assess knowledge, understanding, andapplication of concepts. They are less successful for assessing skills,processes, and attitudes. The purpose of the assessment shoulddetermine what form of pencil and paper exercise is used.

PresentationThe curriculum includes outcomes that require students toanalyse and interpret information, to identify relationships, to beable to work in teams, to critically reflect, and to communicateinformation. Many of these activities are best displayed andassessed through presentations, which can be given orally, inwritten/pictorial form, by project summary, or by using electronicsystems such as video or computer software. Whatever the level ofcomplexity or format used, it is important to consider thecurriculum outcomes as a guide to assessing the presentation. Theoutcomes indicate the process, concepts, and context for whichand about which a presentation is made.

PortfolioPortfolios offer another option for assessing student progress inmeeting curriculum outcomes over a more extended period oftime. This form of assessment allows the student to be central inthe process. There are decisions about the portfolio and itscontents which can be made by the student. What is placed inthe portfolio, the criteria for selection, how the portfolio is used,how and where it is stored, and how it is evaluated are some ofthe questions to consider when planning to collect and displaystudent work in this way. The portfolio should provide a long-term record of growth in learning and skills. This record ofgrowth is important for individual reflection and self-assessment,but it is also important to share with others. For many students itis exciting to review a portfolio and see the record of developmentover time. (See page 39, The Language Portfolio)

The language portfolio is one type of portfolio that teachers mayuse. The language portfolio focuses on all of the strands:listening, speaking, reading and writing. Students are encouragedto reflect as they self assess their progress in each of these skillareas. For further explanation on this assessment tool, please seethe reference to the “Common European Framework” and “TheLanguage Portfolio: Milestone Project” in the Resources section.

ASSESSING AND EVALUATING STUDENT LEARNING

The Language Portfolio

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Student Dialogue

Journals

ASSESSING AND EVALUATING STUDENT LEARNING

Student dialogue journals can be used in EAL 701A to developwriting skills, and to enhance personal communication and mutualunderstanding between teacher and student.

This type of journal requires students to keep a notebook in whicha private conversation is carried on between teacher and student orbetween two peers in class. Although students should be free towrite about anything that interests them, teachers may also usecuing questions to elicit and guide responses:

• What might be happening (in this photo or listeningpassage)?

• What did you notice while you listened?• What did you think about while you listened?• How did you feel while you listened?• What events from your own life connect to what you have

heard from the listening passage?

The writing style in these journals is informal, conversationallanguage. The teacher makes no error correction other thanmodeling the correct form through the responses given. Teacherscomments need to be warm, supportive and responsive tostudents’ communicative ability. The main goal of the dialoguejournal writing is on functional, personal interactive use of thelanguage. Students will improve grammar, spelling, form, andcontent as they compare their entries at the beginning of thecourse with their later ones.

Initially, students may be insecure with their writing skills,especially at this level when vocabulary affects expression. Studentsmay write in broken phrases but still need to be responsded to andencouraged. For the purpose of self-expression and tapping intotheir prior knowledge on various topics, students may bepermitted to write in their first language from time to time.Teachers can still give them feedback in English based on oral orwritten translation from another student. Or, teachers can respondto the student the next time he/she writes in English.

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Curriculum Overview

EAL students have knowledge of one other language, possibly more.They also have prior knowledge of their own culture-the world fromwhich they have come to understand. EAL students may have agreat deal of knowledge about many aspects of the world, but as thesame time, may find it challenging to express such knowledge intheir new language.

EAL students enter their classrooms with previous experiences.Research has revealed that successful additional language acquisitionis dependent on the continuation of L1 literacy. The rate at whichthe students acquire the additional language is influenced by theirL1 background, previous literacy, educational experiences, and theirown cognitive ability.

Prior Learning

First Language Schooling (home country) Background Previous Literacy (L1) (home & community)

Learner

Cognitive Ability & Development

EAL 70C is a low-mid intermediate level four-skills course inlistening, speaking, reading and writing. It has been developedand designed to motivate students to become proficient andconfident users of the English Language. The balance betweenaccuracy and fluency is a priority as the course content includes:• the students’ level of proficiency in reading and writing

English• the students’ need for exposure to a variety of authentic texts• the multicultural backgrounds and interests of the students

Upon successful completion of EAL 701C, students will be ableto:• listen in a variety of situations;• listen to a variety of speakers;

• speak with an acceptable degree of accuracy and fluency;• speak in a variety of contexts;

EAL 701C Overview

CURRICULUM OVERVIEW

Prior Learning

ù

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42 EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING AND WRITING

CURRICULUM OVERVIEW

* NB: More notes are included under The English as anAdditional Language Learning Environment.

• read for pleasure;• read flexibly (avoiding looking up every unknown word) and

begin to readcritically;

• read for a variety of purposes;• begin to read unfamiliar, authentic texts at appropriate speed;

• write for a variety of purposes and audiences;• write with an acceptable degree of fluency and accuracy;

• use appropriate technologies to access information and topractice and continue to develop the four skills in English.

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CURRICULUM OUTCOMES

EAL 701C: INTERMEDIATE LEVEL: LISTENING, SPEAKING, READING AND WRITING

701C Curriculum OutcomesThe general curriculum outcomes for EAL 701C are based on theframework provided by the Foundation for the Atlantic CanadaEnglish Arts Curriculum:

Speaking and Listening

Students will be expected to:• speak and listen to explore, extend, clarify and reflect on

their thoughts, ideas, feelings and experiences;• communicate information and ideas effectively and clearly,

and to respond personally and critically;• interact with sensitivity and respect, considering the

situation, audience and purpose.

Reading and Viewing

Students will be expected to:• select, read and view with understanding a range of literature,

information, media and visual arts;• interpret, select and combine information using a variety of

strategies, resources and technologies;• respond personally to a range of texts;• respond critically to a range of texts, applying their under

standing of language, form and genre.

Writing and Other Ways of Representing

Students will be expected to:• use writing and other forms of representation to explore,

clarify and reflect on their thoughts, feelings, experiencesand learning; and to use their imagination;

• create texts collaboratively and independently, using avariety of forms for a range of audiences;

• use a range of strategies to develop effective writing andmedia products and to enhance their clarity, precision andeffectiveness.

General Curriculum

Outcomes

Specific Curriculum

Outcomes

The specific curriculum outcomes for EAL 701C are based on thespecific curriculum outcomes from Newfoundland ESL 2205Curriculum Guide which identify what students are expected toknow and be able to do upon completion of the course. Unit andlesson planning should be balanced to provide a range ofexperiences addressing each outcome. Instructional practicesshould be designed to provide a variety of opportunities forstudent to achieve these outcomes. The specific curriculumoutocmes encompass all language skills and are outlined in thefollowing pages in a two-page, four column format.

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44 EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

CURRICULUM GUIDE ORGANIZATION

Curriculum Guide Organization

Overview Specific curriculum outcomes are organized in units. Suggestions forlearning, teaching, assessment, and resources are provided to supportstudent achievement of the outcomes.

The Four-Column

Spread

All units have a two-page layout of four columns as illustratedbelow.

Page One Page TwoUnit Overview Unit OverviewTitle of Unit Title of Unit

Outcomes Elaborations-Strategies Tasks for Instruction Resources/Notesfor Learning and Teaching and/or Assessment

• specific • elaborations of outcomes, • description of each • reference to additional curriculum including teacher back- suggested student resources, including outcome(s) ground information activity or assessment specific links to the• describe what • specific strategies for task, organized into provincial resources, students are learning and teaching; the following categories: cross-curricular links, expected to these are found as Performance, Pencil and supplementary resources, know, be able to indentations with bullets Paper, Presentation, and web links do, and value • can be used in various Interview, Portfolio, • teachers may wish to

combinations to help and Journal record their own notes students achieve an in this space outcome or outcomes• not necessary to use all of these suggestions, nor is it necessary for all students to engage in the same learning experience

Sensitive Topics The heart symbol Ì is used to identify learning experiences thatshould be approached with sensitivity.

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CURRICULUM OVERVIEW

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes

Overview of 701C Curriculum OutcomesOverview of 701C Curriculum OutcomesOverview of 701C Curriculum OutcomesOverview of 701C Curriculum OutcomesOverview of 701C Curriculum Outcomes

GCO 1 - Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts,ideas, feelings and experiences

1.1 listen to prepared and selected English texts for general meaning1.2 listen to prepared and selected authentic English texts for specific information1.3 listen to comprehend, make inferences, analyze and evaluate ideas and information, and draw conclusions to

formulate ideas1.4 express their own ideas, opinions, feelings and experiences in informal contexts and in a limited range of formal

contexts1.5 ask questions to acquire, interpret, analyze and evaluate ideas and information from a variety of sources

GCO 2 - Present information and ideas clearly and logically, for a limited variety of audiences.

2.1 listen to comprehend, make inferences and draw conclusions to formulate responses.2.2 present information and ideas clearly and logically, for a limited variety of audiences.2.3 use information to respond appropriately and present ideas and information effectively in informal and limited

formal language.

GCO 3 - Students will be expected to interact with sensitivity and respect, considering the situation, audienceand purpose.

3.1 listen to make inferences regarding a speaker’s basic purpose and message3.2 identify the degree of formality in a limited range of communication situations3.3 use appropriate communicative techniques in informal and a limited number of formal language situations

GCO 4 - Students will be expected to select, read and view with understanding a range of literature,information, media and visual arts.

4.1 identify a limited variety of text types4.2 read prepared texts and selected authentic texts for comprehension, including making inferences, analyzing and

evaluating information4.3 independently and with support, use appropriate strategies to aid comprehension (e.g prediction, rereading,

dictionary use) to determine the meaning of unfamiliar words from context4.4 skim for the main idea in prepared texts as well as in a limited range of authentic texts.4.5 scan to locate specific information in prepared and authentic texts.4.6 differentiate between main and supporting ideas in prepared and selected authentic texts.

GCO 5 - Students will be expected to interpret, select and combine information using a variety of strategies,resources and technologies.

5.1 select relevant and specific information from appropriate sources5.2 summarize, analyze and synthesize the chosen information5.3 effectively use a variety of appropriate reference materials (e.g. bilingual dictionary, learner’s dictionary, grammar

texts) with and without support

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CURRICULUM OVERVIEW

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes

GCO 6 - Students will be expected to respond personally to a range of texts.

6.1 comprehend and evaluate information and ideas from a variety of prepared and selected authentic texts6.2 formulate and express ideas and opinions with some accuracy and fluency

GCO 7 - Students will be expected to respond critically to a range of texts, applying theirunderstanding of language, form and genre.

7.1 comprehend, evaluate and critically reflect on information and ideas from a variety of prepared and selectedauthentic texts

7.2 formulate critical responses to prepared and selected authentic texts.7.3 use knowledge of English (e.g. intermediate grammar, vocabulary, punctuation) to comprehend, interpret and

make inferences from a variety of prepared and selected authentic texts

GCO 8 - Students will be expected to use writing and other forms of representation to explore, clarify andreflect on their thoughts, feelings, experiences and learning; and to use their imagination.

8.1 use the process approach to writing focusing on prewriting, drafting and revising8.2 use language to express ideas with some clarity and accuracy

GCO 9 - Students will be expected to create texts collaboratively and independently, using a variety of formsfor a range of audiences.

9.1 use, with clarity and accuracy, language appropriate to informal and selected formal audiences9.2 demonstrate skills required for both independent and collaborative work (e.g.

respect for others’ ideas, ability to share, ability to work independently)9.3 demonstrate skills required for both independent and collaborative work (e.g. respect for others’ ideas, ability to

share, ability to work independently)

GCO 10 - Students will be expected to use a range of strategies to develop effective writing and media productsand to enhance their clarity, precision and effectiveness.

10.1 use the process approach to writing, focusing on revising, editing and publishing10.2 use the mechanics of written basic language (e.g. punctuation, spelling) with some accuracy and consistency10.3 use intermediate vocabulary appropriate to assigned academic tasks, with and/or without support10.4 use intermediate grammar and sentence structures appropriate to assigned academic tasks with and/or without

support10.5 use technology effectively to serve their learning needs10.6 use a variety of reference materials for support

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GCOGCOGCOGCOGCO

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Students will be expected to:

1.1 listen to comprehend, preparedand selected English texts for generalmeaning.

Students will have opportunities to listen to prepared and selected audioand video texts on topics at a variety of different levels. Authentic materialmay include brief media interviews, news reports or documentaries(approximately 5-10 minutes).

Challenge students to:

• listen to a short video, audio report or documentary and write a shortsummary of it.

• in pairs, listen to different reports on the same topic and comparenotes.

• in pairs, one student listens to half of a news report and the partnerlisten to the other half. Each student must give the information fromthe half they heard to their partner and together each student mustcomplete a list of questions based on the entire text, using theinformation presented.

Invite students to:

• create their own news reports on a topic of interest. Small groups ofthree present their news report to the class. Students who are listeningmust prepare a short summary of each news report.

• listen to a guest speaker (news reporter) on his/her job. Summarize thespeakers’ presentation.

• create an advertisement for a new product.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Performance and Presentation

• Listen to a brief, informative report on an interesting topic. Thenpresent a brief summary, listing only the main ideas mentioned in thereport.

• Listen to a guest speaker on an interesting topic; present a briefsummary of the speakers’ presentation.

• Prepare a performance of a news report in small groups.

• Present the news report to the entire class.

• Listen to other students news reports and write a brief summary oneach report.

Pen and Paper

• Complete fill in the blank exercises where you:1) identify almost all main ideas in prepared speech and most mainideas in authentic speech2) show your comprehension of most normal rates of standardEnglish3) show your understanding of most intermediate-level vocabularyand determine the meaning of unfamiliar vocabulary from thecontext.

Teachers can have students listen toseveral advertisements in Unit 1, page 1 inNorth Star 3 and then complete theexercises in the unit to show theirunderstanding of the general meaning.They can then create their own ads andpresent them to the company (the class).

Teachers may encourage students to bringin magazines from their home cultures.They can look at the ads, discuss themand compare them with North Americanmagazines.

* Listening one in Units 3, 4, 5, 7, 9 & 10are interviews or reports where studentswill have opportunities to repeat thisoutcome.

* For media interviews, news reports anddocumentaries, teachers may choose toconsult school and community libraries aswell as local radio stations (96.1 CBC’sThe Current for example).

For further information see ResourceLines (p. 142).

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Students will be expected to:

1.2 listen to comprehend, preparedand selected authentic English textsfor specific information.

Students will show their understanding of most grammar and vocabularyused in lower-intermediate level texts. They will have opportunities to listento a brief, informative report of 5-10 minutes where they will be asked toidentify specific information.

Challenge students to:

• listen attentively to a brief, informative report.

• listen to a short prepared or authentic report and complete alist from which details have been omitted (e.g. names, dates,numbers).

• complete an outline or time line, identifying specific information froma prepared or selected authentic English language texts.

Invite students to:

• listen to a gues speakers’ presentation on a topic of interest.

• complete a questionnaire on the presentation, identifying specificinformation mentioned.

• listen to presentations of other students (L1 speakers where possible)and summarize each presentation in their own words.

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Pen and Paper

• Listen to a brief report giving an outline of the history of a familiar butformal topic (e.g. a country of their choice, the Olympics, the school,community, or a topic of person interest to them). Complete atimeline based on the information provided.

• Complete a true/false list based on details mentioned in the listeningpassages.

• Select the details that are mentioned in a listening passage, from a list,including those details mentioned plus distractors.

Performance

• Listen to part of a report in which the topic is not explicitly stated andthey determine the topic.

Presentation

• Present a brief (5 minute) informative report on a topic of personalinterest.

North Star 3: Listening and Speaking

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Students will be expected to:

1.3 listen to make inferences toformulate ideas.

This outcome gives students opportunities to listen attentively to a brief,informative (5-10 minutes) report. Students will have exposure to morethan one listening passage on a particular topic. Teachers can providelistening exemplars in which students would have to make inferences inorder to answer questions and formulate ideas. These questions and ideaswill involve students inferring word meaning from the context, inferring thespeakers opinions and emotions.

Challenge students to:

• listen to a section of a report or an interview and make inferences(infer word meaning from context and infer the speaker’s opinions)

• listen to part of a report or an interview and identify the topic where itis implied but not explicitly stated.

• listen to excerpts from an interview and answer questions.

• listen to a passge excerpt and determine the speaker’s opinion basedon rising or falling intonation.

• listen to excerpts from a report or from an interview and determinethe speaker’s opinion based on word choice (adjectives such as angry,confused, sad, lucky and content)

Invite students to:

• discuss the speaker’s point of view as it relatesto his/her own personalexperiences.

• listen to an advertisement and make inferences on what the advertiserassumes about the customers who will hear these ads.

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Performance

• Listen to a brief informative report on a familiar but possiblycontroversial topic (e.g. existence of ghosts, cultural differences,exams/grading in schools). Present your opinions on the topic in abrief oral or written report to a small group.

Pen and Paper

• Complete exercises where you determine the topic of a report (thetopic itself is not explicitly stated but implied) after listening to part ofit.

• Listen to a series of advertisements and conclude the advertiser’sassumption about the customers who will hear these ads (out of aselection of three multiple-choice responses, circle the best answer.)

• Complete exercises and determine the speaker’s meaning, based onhis/her rising or falling intonation.

• Complete exercises and determine the speaker’s opinion based onword choice (adjectives such as angry, sad, lucky and content).

North Star 3: Listening and Speaking

“Making Inferences” exercises in eachsection of the Units:Unit 1: pages 5 & 6Unit 2: pages 23 & 24Unit 3: page 40Unit 4: page 58Unit 5: page 78Unit 6: page 97Unit 7: page 117Unit 8: page 136Unit 9: page 156Unit 10: page 177

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EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Students will be expected to:

1.4 listen to evaluate ideas andinformation and draw conclusions toformulate ideas.

Students will have opportunities to listen attentively to a brief, informative(5-10 minutes) report. They will have exposure to more than one listeningpassage on a particular topic. Teachers can provide listening passages inwhich students would have to evaluate ideas and information, and thendraw conclusions in order to answer questions. They will practiceidentifying, comparing and judging the ideas presented. Students at thislevel should be able to formulate responses from ideas, information andopinions presented.

Challenge students to:

• listen to a section of a report or an interview and determine thespeaker’s opinion (from tone of voice and words used such asfrustrated, lucky, confident and sad).

• listen to a section of a report or an interview and discuss the speaker’sopinion as it relates to their own opinions.

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EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Performance

• Listen to a brief informative report, interview or speech on a familiarbut possibly controversial topic (e.g. cultural differences). Present youropinions on the topic in a brief oral or written report to a small group or tothe class.

Pen and Paper

• Complete exercises where you determine the topic of a report,interview or speech (the topic itself is not explicitly stated but implied)after listening to part of it.

• Compare your opinion with that of the author’s and prepare a brieforal or written response.

North Star 3, Listening and Speaking

Clear Speech

Pronunciation Pairs

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Students will be expected to:

1.5 express their own opinions andexperiences in informal contexts andin a limited range of formal contexts.

Students will have opportunities to share their own opinions andexperiences on controversial topics of their own choice. Students can workin groups to prepare notes for a panel discussion or an informal debatewhere they express themselves in a respectful environment. Students mayneed to be reminded of turn-taking and attentive listening skills inconversations.

Challenge students to:

• participate in group activities, working on the group work process(students have assigned roles to each group member, such as “chair,”“language police,” “devil’s advocate,” “secretary”). See Notes/p. 53.

• watch video or listen to audio samples of formal contexts, such aspanel discussions and oral presentations.

• give their opinion on a list of questions related to a text.

• reach concensus on a list of topics derived from texts studied inclass.

• participate in a whole-class or large-group panel discussion, based on atopic presented in class.

• present information in a small group and lead a discussion on thattopic.

Invite students to:

• prepare notes on how they agree or disagree on a controversial socialissue.

• present their agruments for or against the social issue in an informaldebate.

• attend a debating session, as the audience, in another classroom andgive their opinions on which side provided the strongest arguments.

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EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Group Work/Presentation:

• Choose a magazine, newspaper or textbook article on a controversialsocial issue. In small groups, summarize the article and prepare a listof 10 discussion questions to ask group members. Evaluate thestudents’ ability to summarize the article clearly, formulate open-ended questions, encourage responses from group members, andexpress own opinions and agreement or disagreement clearly andcorrectly.

Pen and Paper:

• Summarize text content clearly;

• Express own opinion on topic clearly;

• Formulate 10 simple discussion questions clearly and correctly

• Summarize a debate observed in another class and state which sidewith which you agree and why.

Presentation:

• Lead a minimum 15-minute discussion on a topic of interest.

• Present notes for or against a social issue of the group’s choice.

• Present a role play of a town meeting for or against a controversialsocial issue.

Each unit in North Star 3 integratescritical thinking skills (see Scope andSequence, p xvi and xvii). In Unit 2 and inUnit 5 students are asked to support theiropinions with reasons and in Unit 5,students also evaluate advantages anddisadvantages, hypothesize outcomes andcollaborate to reach a compromise.

North Star 3, Listening and Speaking

Formats and protocols for groupdiscussion are presented in ResourceLines 9/10 (p. 151)

Roles for group discussion :

Chair- leads discussion and ensures

participation by all groupmembers.

Language Police- ensures that the entire discussion

occurs in English.

Devil’s Advocate- deliberately expresses opposing

opinions in order to fosterdiscussion.

Secretary- takes notes and summarizes the

main points.

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GCO 1

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Students will be expected to:

1.6 ask questions to acquire, interpretand evaluate ideas and informationfrom a variety of sources.

The intent of this outcome is to give students several opportunities to selecttopics of interest to use to develop 15 grammatically correct questions.They will ask questions to survey at least 10 respondants.

Challenge students to:

• practice evaluating peers’ questions in terms of clarity andappropriateness.

• formulate questions appropriate to a particular context/subject.

• practice formulating follow-up questions appropriate to previousresponses.

• practice active listening (e.g. reformulating speaker’s statements,requesting clarification).

• survey L1 students on a topic of interest, using grammatically correctquestions.

Invite students to:

• listen to a guest speaker and ask questions for further interpretationand evaluation.

• interview a partner on a topic of interest, using 5-7 grammaticallycorrect questions.

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EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to speak and listen to explore, expand, clarify and reflect on their thoughts, ideas,feelings and experiences.

Pen and Paper:

• Write grammatically correct questions in preparation for your surveys.

• Write short summaries of your survey results.

Performance and Presentation

• Select a topic of interest to the class (e.g. spending habits/hobbies/sports participation/musical preferences/study habits) and prepareand conduct a survey of two groups who might have differingresponses on those topics (e.g. girls vs boys, teachers vs students;Canadians vs Americans). Compare the responses of the two groupsand present the information to the class.

• Where possible, work with L1 students to complete the survey.

North Star 3: Listening and Speaking

Suggestions on how to conduct aninterview can be found on Resource Lines9/10 (p. 155-158).

* Teachers may choose to introduceparameters around debating dependingon the students’ level.

* Teachers may use the GrammarReference Chart in the Appendices.

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GCO 2

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Present information and ideas clearly and logically, for a limited variety of audiences.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

2.1 listen to comprehend, makeinferences and draw conclusions toformulate responses.

The intent of this outcome is to give students ample opportunities topractice tasks that focus on comprehending, making inferences anddrawing conclusions. They will practice using low-intermediate levelgrammar and vocabulary in context at their level (intermediate). Studentswill use linguistic clues used to introduce opinions (e.g. In my opinion, Ibelieve, It seems).

Challenge students to:

• listen to short prepared or authentic passages presenting opinions.Students identify those opinions as well as the key words andphrases used to express them.

• use information from listening activities to prepare responses and smallgroup discussions on the topic.

Invite students to:

• listen to a guest speaker on a relevant and interesting social issue.Students identify the speaker’s opinion including the key words orphrases he or she uses to express them.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 2

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Present information and ideas clearly and logically, for a limited variety of audiences.

Performance and Presentation

• Listen to a brief television interview on a topic of personal or localrelevance to you (e.g. a current event in the community, a school orlocal controversy).

• Role play a follow-up interview with a character who has a differentposition or point of view.

• Prepare and present opposing opinions based on the arguments andideas presented in the original interview. (informal debate)

Pen and Paper

• Students prepare arguments and opposing arguments on a topic ofpersonal or local relevance to them.

North Star 3, Listening and Speaking,Intermediate

Clear Speech

Pronunciation Pairs

* Teachers may choose to introduceinstructions and parameters arounddebating, should it be used as a task ofinstruction and/or assessment.

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GCO 2

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Present information and ideas clearly and logically, for a limited variety of audiences.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

2.2 present information and ideasclearly and logically, for a limitedvariety of audiences.

The intent of this outcome is to give students ample opportunities to speakfor a minimum of 5 minutes. They will also clearly summerize a story andexpress their opinions on a book, using correct and comprehensiblepronunciation and intermediate-level vocabulary and grammar. Studentswill also practice evaluating their peers as they listen to others’presentationss. They will also have opportunities to practice logicalordering of ideas (e.g., general to specific, sequence markers, eliminatingirrelevant information, summarizing/concluding).

Challenge students to:

• read half a text (in pairs) on the same topic, and then share theinformation with their partner.

• prepare an informal oral presentation on a topic of interest to them(their country, favorite activity or hobby) to share with a partner, group orthe entire class.

• listen to the lyrics of a song and discuss their meaning with a partner.

• read a short story or novel and discuss the following novel studyelements such as setting, plot summary and conflict.

• read a short story or novel and discuss your personal opinion (a briefcritique) on it with a partner.

Invite students to:

• create story boards.

• write their own short stories.

• watch a play and discuss it.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 2

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Present information and ideas clearly and logically, for a limited variety of audiences.

Pen and Paper

• complete exercises, activities and class quizzes on intermediate-levelgrammar and vocabulary appropriate for the clear presentation ofideas.

• complete exercises, activities and class quizzes on basic-lowintermediate-level pronunciation (individual consonant/vowel sounds,stress patterns on low intermediate-level vocabulary).

• complete excercises, activities and class quizzes on the logical orderingof ideas (e.g., general to specific, sequence markers, eliminatingirrelevant information, summarizing/concluding).

Performance and Presentation

• after reading a short story or novel, students orally present a bookreport/evaluation to the whole class. The students could discuss thecharacters, a summary of the story and a brief critique (their personalopinion).

• create their own stories (mini-skits) and present them to the class.

North Star 3, Listening and Speaking,(Unit 6, page 93, “The Art of StoryTelling”)

North Star 3, Reading and Writing, Unit 6,page 99, “The Metamorphosis”)

Teachers should choose appropriatereading material to students’ levels.Teachers may choose to complete Unit 6after Units 1-5 are covered.

Clear Speech (as needed for particularpronunciation skills)

*Teachers may choose to use music(ballads would work well) for thisoutcome as well. Students could bring inmusic from their own cultures and havethe opportunity to do some research and/or teachers may choose to bring inmusical artists from PEI and/or Canada.

Cambridge Readers, Level 2 and 3

Additional short stories or novels (SeeAuthorized Resources for English421 andEnglish431).

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GCO 2

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Present information and ideas clearly and logically, for a limited variety of audiences.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will have opportunities to practice linguistic elements forcomprehension in everyday contexts and familiar formal contexts,including intermediate-level grammar and vocabulary, standardpronunciation and a normal rate of speech. Students will have ampleopportunities to practice presenting information in a range of contexts(e.g., dialogue, small group, large group, whole class). They will listen toinformal oral texts (e.g., reports, documentaries, interviews, dialogues) andrestate information.

Challenge students to:

• prepare two short audio listenings on the same topic (divide studentsinto pairs and assign each partner a different listening passage tosummarize). Each student must listen to the assigned passage andpresent an oral summary of it to his/her partner. The partners thenswitch listenings, adding any information missed in the oral summariespresented. This could also be done with video clips.

• present information from a documentary or news program they havewatched recently.

• think about an item they have recently seen on the news. They mustpresent the facts about the report to the class or a small group,without mentioning the actual news story. The other students must tryto get what news event the student is referring to.

Invite students to:

Students will be expected to:

2.3 use information to respondappropriately and presentideas and informationeffectively in informal andlimited formal language.

• create their own news reports and present them to the class.

• watch the local news (CBC Compass) and present a summary of itscontents.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 2

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Present information and ideas clearly and logically, for a limited variety of audiences.

Pen and Paper

• Complete exercises on the identification and understanding of themain ideas and important details of an audio text.

• Complete exercises on answering questions from all parts of the text.

• Complete exercise on matching a news story to the applicablemessage.

Group Work/Jigsaw

• Prepare three brief (approximately 5 to 10 minutes) audio texts on arelated topic, or divide one long text into three logical sections.(Divide the class into three groups. Have each group listen to adifferent audio text and take notes on the section they heard. Thenarrange the class into small groups of three such that each groupmember has heard a different text. Give the students a list ofquestions covering information from all three texts. Each studentmust explain the part of the text they heard to the other members oftheir group well enough that each group member can answer allquestions from all three texts).

Performance and Presentation

• Prepare short news reports on “main news” stories of their own choiceand present them to the class (audience).

North Star 3, Listening and Speaking,Reports and interviews can be found inUnits 3, 4, and 7.

North Star 3, Reading and Writing

Clear Speech (as needed for particularpronunciation skills)

* For further information on effectivelistening, see Resource Lines 9/10 (p. 141-143).

*For split listening of audio texts alanguage lab is ideal. If none is available,or for video texts, use of two classroomsis another option.

Local, Atlantic, National and InternationalNews Reports

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GCO 3

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interact with sensitivity and respect, considering the situation, audience andpurpose.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

3.1 listen to make inferences regarding aspeaker’s basic purpose andmessage.

Students will have many opportunities to listen to short prepared andauthentic texts to make inferences about the speaker’s purpose andmessage. Prepared texts include short interviews, speeches, lectures andnews reports from North Star 3, Listening and Speaking’s listening excerpts.Authentic texts can include actual news’ reports and interviews from localnews’ programs, speeches or lectures from guest speakers, peers and otherteachers.

Challenge students to:

• identify various basic purposes of discourse (e.g. persuade, describe,inform, narrate).

• explicitly identify expressions used to convey the inference (byintonation and tone of voice).

• listen to short interviews, speeches, or reports and write a one-sentence summary of the interview (e.g., the person’s role, topic beingdiscussed, main idea).

• determine the situation of a dialogue (e.g., making a complaint,requesting information, making a reservation) and the speaker’s roles.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 3

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interact with sensitivity and respect, considering the situation, audience andpurpose.

Pen and Paper

• Complete exercises on correctly identifying most of the situations andimplied messages from an audio or video text.

• Complete exercises and/or class quizzes on identifying the contexts(e.g., topic of conversation, background events, speakers’ messages(and the likely relationship between the speakers’ messages) afterlistening to an audio recording (or seeing a video) of five to tenconversations.

Observation/Presentation

• Watch a video on a local news program (i.e. Compass on CBC TV)where a local celebrity is being interviewed. Retell the conversationin your own words in a class presentation.

Presentation/Performance

• Create a role play where you are the interviewer (an actor, singer,athlete for example) and present your interview to the audience (i.e.the class). As an audience member, you must summarize the maincontexts of the interview (e.g. topic of conversation, backgroundevents, and interviewee’s messages) for each interview (in yourjournals for example).

North Star 3, Listening and Speaking,Intermediate

Clear Speech

Pronunciation Pairs

Local (i.e. Compass), Regional or Atlantic(i.e. ATV News), National (i.e. TheNational) and International newsprograms

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GCO 3

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interact with sensitivity and respect, considering the situation, audience andpurpose.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

3.2 identify the degree of formality in alimited range of communicationsituations.

Students will have opportunities to identify the level of formality (formal toinformal) in various communicative situations from everyday to familiar toformal. Students will listen to dialogues and speech samples from a rangeof communicative situations and identify the differences between formaland informal language.

Challenge students to:

• listen to dialogues and speech samples from a range of communicativesituations, from everyday to familiar formal.

• practice recognizing formal and informal language and using slightly(e.g. complex and compound sentences, polite phrases, intermediate-level vocabulary) formal language.

• identify a range of audiences that they would be likely to encounter(e.g. teachers, employers, peers, teammates, classmates, parents,coaches, or other mentoring adults).

• examine a variety of sample oral communicative situations and thenrank the situations from the most to least formal.

• create sample dialogues for the communicative situations above.

Invite students to:

• examine a variety of sample communicative situations and identifywhich audience is most suited to which communicative situations(i.e. conversations with a close friend verses a conversation with anacquaintance).

• examine a variety of written dialogues and identify which audience ismost suited to which communicative situations (i.e. an email to afriend as compared to a letter to a potential employer) and thenrank the situations from the most to the least formal.

• create sample dialogues for the communicative situations indicatedabove.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 3

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interact with sensitivity and respect, considering the situation, audience andpurpose.

Pen/paper

• Complete exercises and class quizzes on correctly ranking thesample dialogues with which you are presented. Then rank the oraland written sample dialogues from least to most formal.

Observation/Presentation

• Create formal and informal conversations as sample dialogues to bepresented to an audience (the class), who then identify the level offormality of each presentation.

North Star 3: Listening and Speaking,Intermediate

Clear Speech

Pronunciation Pairs

* Sources of conversations includeprepared EAL texts and news broadcasts,reports, speeches, lectures and interviews.

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GCO 3

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interact with sensitivity and respect, considering the situation, audience andpurpose.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will have opportunities to practice conversation strategies (e.g.turn-taking, requesting information, clarification, interrupting, explaining,clarifying and giving an opinion) for effective communication).

Challenge students to:

• practice appropriate strategies for effective communication(e.g. turn-taking, requesting clarification, interrupting, explaining/clarifying).

• participate in familiar formal situations.

• practice the linguistic elements appropriate in familiar formalsituations.

• prepare and present familiar formal role-play scenarios in pairs and insmall groups (e.g. student/teacher; doctor/patient; student/principal;employee/employer).

• present the same role-play scenario for a number of differentaudiences (e.g. the same conversation between friends, co-workers,teammates, roommates, family members).

Students will be expected to:

3.3 use appropriate communicativetechniques in informal and alimited number of formallanguage.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 3

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interact with sensitivity and respect, considering the situation, audience andpurpose.

Performance and Presentation

• With 2 minutes to prepare, spend 3-5 minutes to create, record andpresent a role-played dialogue with a partner.

• Create then video record role-played dialogue of effective andineffective conversation strategies and have the audience identify 3characteristics (of each role play) that reveal effective andineffective conversation. Teachers can evaluate students’ role playsas they reveal their knowledge and practice of effectivecommunicative strategies.

North Star 3, Listening and Speaking

Clear Speech

Pronunciation Pairs

* Teachers may want to limit studentspreparation time and/or limit theirrecording attempts to ensure thatstudents speak spontaneously andauthentically and do not simply readaloud.

* Teacher’s may use presentation rubricsand checklists for evaluation as well.

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GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

4.1 identify a limited variety of texttypes.

For this outcome, students will examine a variety of basic text types,including narrative, descriptive, persuasive, expository and compare andcontrast. After examining each text type, they will note the particularcharacteristics and linguistic highlights of each basic text type (e.g.chronological markers, tense sequencing, and short story elements innarrative text).

Challenge students to:

• examine a range of basic text types including narrative, descriptive,expository, persuasive and comparison/contrast.

• identify the defining characteristics and linguistic elements of eachbasic text type.

• classify each text, out a variety of texts, according to the basic texttypes.

• work from a sample prepared text, identify the defining elements of aparticular type of text (e.g., descriptive vocabulary and spatialorganization markers in descriptive text).

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Pen and Paper

• Complete exercises on correctly identifying the text type (narrative,descriptive, persuasive, expository and compare/contrast) andexplaining the rationale behind their choices (understanding thecharacteristics of a particular text type).

• Practice writing short paragraphs of each text type, which includeparticular characteristics of a certain text type.

North Star 3, Listening and Speaking

North Star 3, Reading and Writing,Intermediate (Unit 1: Opinion; Unit 5:Paragraphs; Unit 3: DescriptiveParagraph; Unit 4: Contrast Paragraph)

* For characteristics of text types,see Resource Lines 9/10 (p. 93-134)

The Short Composition

From Writing to Composing

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GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

4.2 read prepared texts and selectedauthentic texts for comprehension,analyzing and evaluating information

Students will have several opportunities to read prepared texts (i.e. fromNorth Star 3 readings) and selected authentic texts (student exemplars,opinion letters in newspapers). Students will read texts for comprehension,focusing on making inferences by answering questions from the text.Comprehension of text also includes analysis and evaluation as studentsapply their own background information, knowledge, and experience onthe topic as well as comparing and contrasting their own ideas with those ofthe author’s.

Challenge students to:

• answer questions focusing on inferences made in prepared andsimple authentic texts.

• answer questions focusing on analysis and evaluation (e.g. applying thereading to the student’s own experiences, identifying advantages anddisadvantages related to the topic, comparing and contrasting thecontent of two texts, ranking ideas/options).

• practice deducing the meaning of new vocabulary from context.

• read texts of 500-1000 words and answer a range of questionsfocusing on comprehension, inferencing, analysis and evaluation.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Pen and Paper

• Complete exercises on answering questions on the main ideas anddetails of a text.

• Complete exercises and class quizzes on the identification andcomprehension of text structures (location of thesis statements andtopic sentences, narrative sequencing, spatial organization indescriptive texts, block organization of comparison and contrast texts)to aid comprehension.

• Complete assignments (take home or in class tests for example) whereyou read a prepared text (500-1000 words), answering a range ofquestions about the text including identifying text type, understandingthe basic message, understanding details, identifying advantages/disadvantages and similarities/differences, and agreeing/disagreeingwith the text. Write answers in complete sentences and in your ownwords. Evaluate using a rubric.

• Response Writing- read a prepared text (500 to 1000) words and writean evaluative responses to the text, including identifying text type,understanding the basic message, understanding details, identifyingadvantages/disadvantages, and similarities/ differences, and agreeing/disagreeing with the text. Responses should be written in completesentences using paragraph form and in you own words.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

The Short Composition

From Writing to Composing

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GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

The intent of this outcome is to give students opportunities for dictionaryuse, using mainly monolingual English learners’ or students’ dictionaries.Students will review the content, organization and format of suchdictionaries. Students will also have opportunities to deduce meaning fromcontext and to compare comprehension of a text with a partner(s),identifying and discussing sources of difference. They will practiceintermediate-level grammar and vocabulary required for textcomprehension.

Challenge students to:

• take risks in predicting text content based on pictures, sectionheadings, graphics, and comprehension questions.

• reread sections of text that have not been understood.

• work with a partner to read and discuss their interpretation of atext. After each paragraph or section, have the students stop andsummarize the text orally, comparing their understanding of the text tothat point. Alternately, students can stop reading and individuallyanswer questions up to that point. By comparing their answers, theycan identify and resolve differences in comprehension.

• read the questions to be answered and predict possible answers(before reading the text)

• identify five new words in a text and work with a monolingual Englishdictionary to find the appropriate definitions in that context. Studentsmust then teach their words to other students.

• guess the meaning of the five underlined words (in a text that is likelyunfamiliar) from the surrounding words, sentences or paragraphs

Students will be expected to:

4.3 independently and with support, useappropriate strategies to aidcomprehension (e.g prediction,rereading, dictionary use) todetermine the meaning of unfamiliarwords from context

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Pen and Paper

• Complete exercises and/ or activities (game) on writing definitions fora word out of five underline words that are identified as most likely tobe unfamiliar (from a text appropriate for their level), without using adictionary.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

Dictionaries - EAL Kits; School-basedResources

The Short Composition

From Writing to Composing

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GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

4.4 skim for the main idea inprepared texts as well as in alimited range of authentic texts

Students will have ample opportunities to skim (a reading strategy ofquickly moving the eyes over the text to find the main idea, but not readingevery work or sentence) texts (500-1000 words) for the main ideas, usingskimming strategies (i.e. titles, subheadings, thesis statements, topicsentences, introductory and concluding paragraphs).

Challenge students to:

• skim texts using skimming clues to identify main ideas, such as thesisstatements, topic sentences, section headings, titles, introductory andconcluding paragraphs.

• skim unseen intermediate-level texts.

• skim a text of 500 to 1000 words and write a title which captures themain idea of the text.

• skim a paragraph and select the topic of the paragraph from a list ofoptions.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Pen and Paper

• Summaries- give students three short texts (approximately 500 wordseach) from three different subject areas (e.g. science, social studies,language arts) and have them skim the texts to identify the subjectarea and write a one-sentence summary of each texts.

• Complete exercises on the identification of topic sentences.

• Give students a paragraph with the topic sentence omitted.

• Give students a strict time limit (e.g. 1 to 2 minutes) to skim theparagraph and write an appropriate topic sentence.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Paragraph

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7 87 87 87 87 8

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

4.5 scan to locate specific information inprepared and authentic texts.

Students will have ample opportunities to scan ( a reading technique ofquickly moving the eyes over the text to find specific details, but notreading every work or sentence). While scanning texts (500-100 words)students scan to locate specific information (i.e. dates, names, locations andstatistics).

Challenge students to:

• scan for details in intermediate-level texts of 500-1000 words(Students are given this text containing specific information, such asdates, names and statistics. They may have a time limit under which toidentify a specific number of details from the text).

• identify most of the missing items in an exercise where they have tofind a specified number of details from the text.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Pen and Paper

• Complete exercises and/or class quizzes on scanning to locate specificinformation (students are given a 500-1000) word text describing asequence of events (e.g. a history of an event or country, a biography)and provide a partially completed timeline of the events. Under atime-limit of several minutes, have students complete this timeline.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Paragraph

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8 08 08 08 08 0

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

The intent of this outcome is to give students several opportunities toidentify elements (i.e. topic sentences, thesis statements, titles/headings,and introductions and conclusions) of intermediate-level texts of 500-1000words.

Challenge students to:

• practice using the elements to indicate main ideas, such as topicsentences/thesis statements, introductions/conclusions, repetition ofkey words/ideas and titles/headings.

• write informal outlines for intermediate-level 500-1000 word texts.

Students will be expected to:

4.6 differentiate between main andsupporting ideas in prepared andselected authentic texts

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 4

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to select, read and view with understanding a range of literature, information,media and visual arts.

Pen and Paper

• Complete exercises on identifying the following: almost all the mainideas of the text, most of the details and most of the relationshipsbetween the main ideas and the details. Students may use an outline(graphic organizer) to complete this exercise.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

Clear Speech

* For information on outlining, seeResource Lines 9/10 (p. 80 and p. 289).

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8 28 28 28 28 2

GCO 5

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interpret, select and combine information using a vareity of strategies, resourcesand technologies.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

5.1 select relevant and specificinformation from appropriatesources

Students will have ample opportunities to locate relevant and specificinformation (in books, magazines, newspapers, or on the computer) relatedto a particular topic. Students will use such information from three sourcesto prepare an oral or written presentation on a topic of interest to them.Students should re-visit their school library for a refresher on how to locateand properly cite the information and materials they use. This is a goodopportunity to review summarizing and how to avoid plagiarism.

Challenge students to:

• organize information and have students practise using those elements,such as table of contents, reference lists and appendices.

• locate information on a particular topic within the limited range ofsources provided

• provide students with a text on a topic and have students identifywhich parts of a text ( from one on a topic of interest) could be used toprove a particular point.

• locate particular pieces of information from the table of contents orindex of a book .

• use information from several intermediate-level sources to present aprepared oral and written presentation on a topic.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 5

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interpret, select and combine information using a vareity of strategies, resourcesand technologies.

Pen and Paper

• Complete exercises and class quizzes on identifying most of the mainideas and details relevant to the topic and correctly identifyingirrelevant passages. (For example, students are given twointermediate-level 500-word texts on a topic. They take notes on thetexts and identify information about the topic they could use in aproject, essay or presentation).

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

The Short Composition

From Writing to Composing

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8 48 48 48 48 4

GCO 5

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interpret, select and combine information using a vareity of strategies, resourcesand technologies.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

5.2 summarize, and synthesize thechosen information

Students will have ample opportunities to practice reading and writinginformal summaries (200-250 words) of 500-word texts. Students will alsohave opportunities to analyze simple information using basic methods ofanalysis (i.e. classifying, categorizing, comparing, contrasting, applying ideasand information to other situations.

Challenge students to:

• practise writing informal summaries.

• analyze simple information using basic methods of analysis (e.g.,classifying/categorizing, comparing/contrasting, applying ideas/information to other situations).

• identify similarities and differences between information presented inseveral sources.

• read two texts on a related topic and identify the common and/orcontrasting ideas presented therein.

• read and write a summary of a 500-word text.

• read two 500-word texts on a similar topic and list similarities anddifferences of both texts.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 5

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interpret, select and combine information using a vareity of strategies, resourcesand technologies.

Pen and Paper

• Complete exercises on the following: correctly and appropriatelysummarize the main points of the text for their partner; correctlyidentify the information from two texts relating to the topic.

Performance and Presentation

• Students organize the information from both texts into a logical,coherent presentation. For example, students work in pairs. Eachpair of students is given a topic on a controversial but familiar issue(e.g. grading in schools, examinations, school rules, culturaldifferences etc.). Each student in the pair is given a different 500 to1000-word text on the topic. Each student must read the text andpresent a brief summary to their partner. Using the information inboth texts, the students must then prepare an informal outline for anoral or written presentation about their topic. Then he/she presentsthis information to his partner and/or the entire class.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

The Short Composition

From Writing to Composing

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GCO 5

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interpret, select and combine information using a vareity of strategies, resourcesand technologies.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will have opportunities to practice using their dictionaries(monolingual English as much as possible and bilingual only whenabsolutely necessary). Students should be using monolingual dictionarieswhen necessary as one comprehending text strategy, however, they shouldnot be over-reliant on this as the only strategy. In addition, they should notbe looking up every word.

Challenge students to:

• practice using their dictionaries (monolingual English learner) in theclassroom.

• to rely on monolingual English dictionaries as much as possible.(Ensure that students do not attempt to overuse dictionaries and lookup every unknown word).

• to use their grammar texts and reference books to find answers totheir own grammar questions. (teachers assist as necessary)

• to identify five unfamiliar words from a text read in class. Usingmonolingual English learner’s dictionary, students rewrite thedictionary definition in their own words, and include it in a sentenceshowing how the word is used.

• use their monolingual English learner’s dictionaries and look at thedefinitions of a particular word. Then show the word used in, forexample, five sentences, each exemplifying a different definition of theword. Students then match the appropriate definition to eachsentence.

• use a learner’s dictionary to find synonyms and antonyms of a word.

Students will be expected to:

5.3 effectively use a variety ofappropriate reference materials (e.g.bilingual dictionary, learner’sdictionary, grammar texts) with andwithout support

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 5

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to interpret, select and combine information using a vareity of strategies, resourcesand technologies.

Pen and Paper

• Complete exercises and/ or class tests on effective use of theirdictionaries and context to correctly identify the appropriate meaningof most unfamiliar intermediate-level vocabulary. For example,students are given a text containing ten underlined words with whichthey will likely be unfamiliar. Using a dictionary, students must identifythe meaning associated with the word in that context.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

Dictionaries (EAL Kits and School-based)

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GCO 6

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond personally to a range of texts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

6.1 comprehend and evaluateinformation and ideas from avariety of prepared and selectedauthentic texts

The intent of this outcome is to give students opportunities to clearlyunderstand the information and ideas on intermediate-level 500-1000 wordtexts. Students will practice the skills necessary for evaluating informationand ideas (i.e. making inferences, drawing conclusions, comparing/contrasting, rating/ranking, and making conclusions.

Challenge students to:

• engage in activities focusing on comprehension (e.g.comprehension questions, multiple choice and true or falseexercises, sequencing exercises, chart/text-completion activities,summary activities).

• practice of the skills necessary for evaluating information (e.g.making inferences, drawing conclusions, comparing/contrasting, rating/ranking, making connections).

• engage in activities focusing on the evaluation of information(e.g. personal response, critical review, consensus, synthesisthrough comparison and contrast).

• read and complete comprehension activities (e.g.comprehension questions, multiple choice and true or falseexercises, sequencing exercises, chart/text-completionactivities, summary activities) on intermediate-level 500 to1000-word texts.

• read and complete evaluation activities (e.g. personal response,critical review, consensus, synthesis through comparison andcontrast) on intermediate-level 500 to 1000-word texts.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 6

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIIN

GCO: Students will be expected to respond personally to a range of texts.

Pen and Paper

• Complete exercises and/ or class quizzes to accomplish thefollowing: correctly answer most comprehension questions;correctly answer most basic evaluation questions (e.g., comparison/contrast, application, ranking, clear inference); write answers incomplete, grammatical sentences and in the student’s own words;correctly answer most questions focusing on linguistic elements usedto convey meaning (e.g. locating topic sentence and thesis statements,deducing meaning of unfamiliar words, paraphrasing sentences).

For example, students read an intermediate-level 500 to 1000-wordtext and answer questions focusing on comprehension and evaluationof the content.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

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9 09 09 09 09 0

GCO 6

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond personally to a range of texts.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

6.2 formulate and express ideas andopinions with some accuracy andfluency

Students will have several opportunities to express their opinions on texts(500-700 words) of relevance and personal interest. Students will respondto such texts through critical reviews, responses or reports, discussing theiropinions on the ideas expressed in the texts and how they relate to theirown lives.

Challenge students to:

• express opinions on texts read for class (e.g. discussions in pairs, insmall groups and with the whole class, response journals, briefreaction compositions).

• write book reports or text summaries including a critical reviewsection.

• read a 500 to 1000-word text on a topic of personal relevance (e.g.,the stages of culture shock, learning another language, selecting futurecareers, part-time jobs) and have students discuss orally or in writinghow this topic applies to their own and their peers’ lives.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 6

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIIN

GCO: Students will be expected to respond personally to a range of texts.

Pen and Paper

• Complete writing assignments where students do the following:clearly present opinions; use intermediate-level grammar andvocabulary correctly to express opinions; correctly use a variety ofexpressions to introduce opinions; provide evidence from texts andpersonal experience; logically sequence ideas; make clear distinctionsbetween the students’ and the author’s opinions.

Performance and Presentation

• Present students with two 500-word texts presenting opinions onopposing sides of a controversial but familiar topic. Based on thecontent of the texts, students must prepare and present their opinionson the topic, using information both from the texts and from theirown personal experience to support their opinions.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

* The wording “with some accuracyand fluency” is intended to beinterpreted in a manner relevant tothe EAL 701C student. In otherwords, students are not expected tospeak with 100% accuracy andfluency as one would expect of anative speaker of English. Students mayspeak with hesitation and errors ingrammar and vocabulary. Neverthelessthey should not speak haltingly nor withsignificant errors in basic grammar andvocabulary (see EAL 701C Standards inthe Appendices)

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GCO 7

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond critically to a range of texts, applying their understanding of language,form and genre.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

7.1 comprehend, evaluate and criticallyreflect on information and ideasfrom a variety of prepared andselected authentic texts

Students will read a variety of prepared and authentic texts (500-700words) for comprehension and evaluation. Students will practice the skillsnecessary for evaluation and critical reflection (i.e. making inferences,drawing conclusions, comparing/contrasting, rating/ranking, and makingconnections). Students will answer opinion questions and prepare a criticalreview outline, applying content to personal experiences.

Challenge students to:

• read a variety of prepared and basic authentic texts.

• practice the skills necessary for evaluation and critical reflection(e.g. making inferences, drawing conclusions, comparing/contrasting,rating/ranking, making connections).

• evaluate and critically reflect (e.g. answering opinion questions, writingcritical review outlines, applying content to personal experience).

• work in pairs or small groups to compare opinions on texts presentingculturally sensitive issues of personal relevance (e.g. discipline, male/female roles, dating customs) with students of another culture.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 7

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond critically to a range of texts, applying their understanding of language,form and genre.

Pen and Paper

• Complete exercises and/or class tests to accomplish the following:correctly answer most comprehension questions; correctly answermost evaluation questions; clearly express opinions on criticalreflection questions; answer all questions in complete sentenceswithout copying from the original. As an example task, studentsread a 500 to 1000-word prepared text on a controversial topic andanswer questions focusing on comprehension, evaluation and criticalreflection on the topic.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

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9 49 49 49 49 4

GCO 7

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond critically to a range of texts, applying their understanding of language,form and genre.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

7.2 formulate critical responses toprepared and selected authentictexts.

Student will have opportunities to revisit their critical review outlines (fromoutcome 7.1) and respond orally and in writing (100-200) word responsesto intermediate-level texts provided.

Challenge students to:

• respond critically in writing and speaking to texts provided.

• practice activities (e.g. discussion questions, small group presentations,informal debates, review writing) requiring critical response.

• clearly express ideas and opinions at an intermediate level.

• write a 100 to 200-word response to a visual cue (e.g. simple cartoon,poster, advertisement) based on discussion questions provided.

• prepare and present a movie or book review.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 7

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond critically to a range of texts, applying their understanding of language,form and genre.

Pen and Paper

• Complete exercises and/or class tests to accomplish the following:correctly answer most comprehension questions; correctlyanswer most evaluation questions; clearly express opinions oncritical reflection questions; answer all questions in completesentences without copying from the original. As an exampletask, students read a 500 to 1000-word prepared text on acontroversial topic and answer questions focusing oncomprehension, evaluation and critical reflection on the topic.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

*In selecting issues for discussion, choosetopics carefully, showing sensitivity tostudents’ personal backgrounds,experiences and cultures.

Newspapers, magazines, movies or novels

Cambridge Readers, Levels 3 & 4

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GCO 7

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond critically to a range of texts, applying their understanding of language,form and genre.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

The intent of this outcome is to give students several opportunities to usetheir knowledge of intermediate-level grammar, vocabulary andpronunciation) to comprehend, interpret, and make inferences from avariety of prepared (North Star 3, reading excerpts) and selected authentic(i.e. student exemplars letter texts.

Challenge students to:

• identify text organization (e.g. basic text types, thesis statements, topicsentences, introductory and concluding paragraphs) and havestudents identify these elements in sample texts.

• explicitly identify language elements (e.g. learned vocabulary, grammarstructures and punctuation) in texts that they have read.

Students will be expected to:

7.3 use knowledge of English (e.g.intermediate grammar, vocabulary,punctuation) to comprehend, interpretand make inferences from a variety ofprepared and selected authentic texts

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 7

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to respond critically to a range of texts, applying their understanding of language,form and genre.

Pen and Paper

• Complete sentence interpretation exercises. Give students sentencesat an intermediate-level of difficulty (e.g. compound sentences,sentences containing intermediate-level vocabulary, intermediate-levelquestion forms) and have students identify statements which can beinferred from the sentence.

Test

• Provide students with a list of sentences and/or paragraphs containingintermediate-level grammar and both simple and compound sentencestructure. From a list of options, have students select the ideas that areexplicitly stated or can be inferred from the sentence/paragraph,underlining the part in which the idea is conveyed or implied. Evaluateaccording to number correct.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

Newspapers, magazines (local andrelevant)

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9 89 89 89 89 8

GCO 8

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use writing and other forms of representation to explore, clarify and reflect ontheir thoughts, feelings, experiences and learning; and to use their imagination.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

8.1 use the process approach to writingfocusing on prewriting, drafting andrevising

Students will have many opportunities to review and practice the process ofwriting as they focus on prewriting (i.e. brainstorming, mapping, listing,freewriting and clustering) and writing several drafts of 200-400 wordtexts.

Challenge students to:

• identify prewriting techniques (e.g. brainstorming, mapping, listing,freewriting, clustering)

• practise prewriting.

• write several drafts of 200 to 400-word texts.

• identify and practice text organization, such as thesis statements, topicsentences, paragraph structure, essay structure, introductions,conclusions and basic discourse markers (e.g. chronological andlogical sequence markers, basic transition words).

• write a variety of 200 to 400-word texts on familiar topics based eitheron texts read in class or personal experience, preparing three drafts ofeach.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 8

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use writing and other forms of representation to explore, clarify and reflect ontheir thoughts, feelings, experiences and learning; and to use their imagination.

Performance and Presentaton

• Divide the class into groups of three and assign a single, familiar topicto each group. Each group member must use a different prewritingtechnique to develop a list of potential ideas on the topic. Thenstudents must compare their results, determine the best ideas for anessay and present their ideas.

Pen and Paper

• Have students write a 200 word well-organized composition on afamiliar subject which is related to the readings, listenings, and topicscovered in class. In conference with the student, identify errors incontent and organization which must be revised in a second draft.Evaluate this second draft, highlighting errors in language to befurther revised in a third draft. Evaluate the final draft for content,language and quality of revisions.

*Teachers may use/develop rubrics with the following performancecriteria:

• select and develop ideas appropriate to the topic;

• provide ample support from personal experience or texts covered inclass;

• correctly organize the essay;

• use correct and comprehensible intermediate-level language (i.e.grammar, vocabulary, mechanics).

• present ideas in a comprehensible and logical manner;

• identify own errors in content and basic to low-intermediate language.

• independently correct errors based on teacher feedback.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

Writing from Within

* The wording “with some accuracyand fluency” is intended to beinterpreted in a manner relevant tothe EAL 701C student. In otherwords, students are not expected tospeak with 100% accuracy andfluency as one would expect of anative speaker of English. Students mayspeak with hesitation and errors ingrammar and vocabulary. Neverthelessthey should not speak haltingly nor speakor write with significant errors in basicgrammar and vocabulary.

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GCO 8

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use writing and other forms of representation to explore, clarify and reflect ontheir thoughts, feelings, experiences and learning; and to use their imagination.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

8.2 use language to express ideas withsome clarity and accuracy

The intent of this outcome is to give students more practice using theintermediate-level language skills necessary for expressing ideas in writingwith some clarity and accuracy (appropriate for the level). Students willalso have opportunities to examine correct structures and grammar errorsin their other pieces of writing in addition to their own.

Challenge students to:

• identify and practice the language skills necessary for shortcomposition writing (e.g. grammar, vocabulary, basic transitionalexpressions, sequence markers, mechanics).

• practice peer and self-editing by using EAL writing exemplars.

• identify and correct the errors from a paragraph containing typicallanguage errors.

• revise their own language errors, with assistance as necessary.

• correct peers’ texts for language errors.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 8

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use writing and other forms of representation to explore, clarify and reflect ontheir thoughts, feelings, experiences and learning; and to use their imagination.

Pen and Paper

• Complete exercises and tests focusing on:• error correction exercises based on student writing;• grammar in context.• spelling and punctuation.• vocabulary spelling and use.• form

Tests

• Have students complete a grammar test (e.g. multiple choice,sentence/text-completion exercises) focusing on elements of language(grammar, spelling, punctuation and vocabulary) studied in class.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

Writing from Within

The Short Composition

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GCO 9

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to create texts collaboratively and independently, using a variety of forms for a rangeof audiences.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

9.1 use, with clarity and accuracy,language appropriate to informaland selected formal audiences.

Students are reintroduced to the concepts of formal and informal languageas they listen to exchanges at different levels of formalities and then identifysuch levels in various situations (i.e. an informal tone and language used inan email to a friend; a formal tone and language used in a cover letter to apotential employer).

Challenge students to:

• hear samples of exchanges at different levels of formality and havestudents identify the level of formality of various situations.

• identify and practice basic indicators of tone and formality (e.g. use ofmodals and polite question forms, forms of address, conversationelements (opening/closing comments, requests for clarification)) andhave students practice using these indicators to identify level offormality of an exchange.

• write texts for a range of audiences.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 9

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to create texts collaboratively and independently, using a variety of forms for a rangeof audiences.

Pen and Paper

• Letter Writing Assignment:Students write two letters on the topic of studying at a high school inCanada/moving to a new country, etc.. One letter should be written toa friend who is interested in coming to join the student in Canada. Thesecond should be a response to a “Dear Abby”- style letter from anunfamiliar student who has written to the school paper, where theresponse will also appear.

Exercises and Tests focusing on:

• clearly differentiating between the two letters in terms of tone;

• clearly differentiating between the two letters in terms of content;

• using appropriate intermediate-level grammar, vocabulary andpunctuation.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

Writing from Within

* For further information on effectivegroup work, see Resource Lines9/10 (p. 29-302 and p. 151-154),

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GCO 9

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to create texts collaboratively and independently, using a variety of forms for a rangeof audiences.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

9.2 demonstrate skills required forboth independent and collaborativework (e.g. respect for others’ ideas,ability to share, ability to workindependently)

Challenge students to:

• show respect for others’ ideas and to share their own work.

• practice tasks requiring brainstorming, ranking, comparing, andexpressing opinions.

• identify and model appropriate behavior during group interaction.

• identify group roles.

• show how they met their responsibilities within their group roles(checklists-peer, self and teacher evaluations).

• identify and practice linguistic functions necessary for group work(e.g. expressing opinion, expressing agreement/disagreement,introducing new ideas, requesting clarification/further information)

• students complete grammar, reading or listening exercisesindependently and correct them by comparing answers with partnersin a group (minimum four). Review only items about which there isdisagreement.

• work in pairs to edit a partner’s written work.

• write questions in a group to be used in an interview or survey.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 9

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to create texts collaboratively and independently, using a variety of forms for a rangeof audiences.

Pen and Paper

• Cooperative Writing AssignmentThe entire class writes a “handbook” for international studentspreparing to attend high school in Canada. Divide the class into pairsor groups of three and assign each pair/group a different section ofthe handbook (e.g. climate, school system, food, meeting people,entertainment, safety, healthcare). Together the group must selectcontent and write, revise, and edit their section. Students may usetechnology here as well and put in the school’s website.

Performance and Presentation

* Students work in pairs or small groups on a topic of interest (brainstormfor topics to be approved). They may do some research on this topic andthen focus on the following criteria before presenting their project to theclass:

• work effectively with (a) partner(s) by reaching consensus anddividing the workload fairly;

• work cooperatively and treat the partner(s) with respect;

• express agreement/disagreement in a logical and respectful manner;

• collaboratively select appropriate, accurate information for the sectionof the handbook they are writing;

• present the information in clear and accurate intermediate-levellanguage.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

*For further information on effectivegroup work, see Resource Lines9/10 (p. 29-302 and p. 151-154).

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GCO 10

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

10.1use the process approach to writing,focusing on revising, editing andpublishing

Students will have several opportunities to practice the process approachby writing several drafts of intermediate-level (200-250 word) texts.Students will focus on text organization such as chronological sequencing,as well as peer and self-evaluation. Students will also practice revising andediting their own and their peers texts, which can include story retells,summaries, descriptive, narrative, persuasive and expository paragraphs.

Challenge students to:

• identify characteristics of the process approach to writing.

• to write texts.

• practice paragraph organization.

• practice peer revision and peer and self-editing.

• evaluate a partner’s text based on a checklist (a peer review checklist)

• write a variety of assignments with multiple drafts of each.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 10

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Pen and Paper

• Complete exercises on the following:• select and develop ideas appropriate to the topic;• provide ample support from personal experience or texts covered

in class;• correctly organize the paragraphs;• use correct and comprehensible intermediate-level language (i.e.

grammar, vocabulary, mechanics);• present ideas in a comprehensible and logical manner;• correct basic to low-intermediate language errors in the second

draft;• independently correct errors based on teacher feedback.

Writing Assignment (10.1 and 10.2):

• Have students write a 200 to 400-word well organized shortcomposition (see Notes) on a familiar subject which is related to thereadings, listenings, and topics covered in class. In conference withthe student, identify errors in content and organization which must berevised in a second draft. Evaluate this second draft, highlightingerrors in language, including grammar, vocabulary and mechanics, tobe further revised in a third draft. Evaluate the final draft for content,language and quality of revisions.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

From Writing to Composing

The Short Composition

Writing from Within

* At this point in the course, some 701Cstudents will attempt to write essays.While the focus here is on writing well-organized paragraphs, students can beintroduced to the proper format of anessay as they have already examinedvarious essay genres.

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GCO 10

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

10.2 use the mechanics of writtenbasic language (e.g. punctuation,spelling) with some accuracy andconsistency.

The intent of this outcome is to give students several opportunities topractice the use of correct spelling and punctuation in writing. Studentswill review the rules of spelling (e.g. doubling final consonants, irregularplural forms, adding prefixes and suffixes) and punctuation (e.g. commasand quotation marks).

Challenge students to:

• review the rules of spelling (e.g. doubling final consonants, irregularplural forms, adding prefixes and suffixes) and punctuation (e.g.commas, quotation marks).

• focus on correct spelling and punctuation in writing.

• practice the use of correct spelling and punctuation both in isolationand in context.

• use monolingual English learners’ dictionaries, independently and withassistance.

• focus on self-correcting errors in spelling and punctuation based onteacher feedback.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 10

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Pen and Paper

• Complete exercises focusing on spelling of intermediate-levelvocabulary (e.g. dictations, selecting correct forms, independentwriting, self and peer error correction).

Writing Assignment (10.1 and 10.2):

• Have students write a 200 to 400-word well organized shortcomposition on a familiar subject which is related to the readings,istenings, and topics covered in class. In conference with the student,identify errors in content and organization which must be revised in asecond draft. Evaluate this second draft, highlighting errors inlanguage, including grammar, vocabulary and mechanics, to be furtherrevised in a third draft. Evaluate the final draft for content, languageand quality of revisions.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

Dictionaries (EAL Kit and School-based)

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GCO 10

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will have opportunities to learn and practice new vocabulary,paying attention to new words in context as they appear. They will identifyprefixes and suffixes, parts of speech; and synonyms and antonyms as theyuse intermediate-level vocabulary (see Grammar Reference Chart in theAppendices).

Challenge students to:

• learn and produce new vocabulary, drawing attention to new words incontext as they occur.

• identify prefixes and suffixes and draw attention to errors as theyoccur.

• identify parts of speech and encourage students to be aware of theparts of speech of learned vocabulary.

• identify synonyms and antonyms of vocabulary.

• practice effective dictionary use (encourage students not to depend ondictionaries, especially bilingual dictionaries).

• use a dictionary to identify which of the definitions listed (fromprepared sentences exemplifying three different definitions of a singleword) is used in the sentence.

• read an intermediate-level text and identify 5 unfamiliar words. Using adictionary, students write a definition of the word, identify its part ofspeech and use it in a sentence.

• choose a text to read individually and summarize for a smallgroup.Students must select 3 unknown words from the text and teach thenew words to the other members of the group/class.

Students will be expected to:

10.3 use intermediate vocabularyappropriate to assigned academictasks, with and/or without support

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 10

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Pen and Paper

• Sentence Completion Exercises:For the most part, word knowledge and use will be evaluated in thecontext of written texts. To assess vocabulary specifically, preparesentence completion exercises based on new words. Students mustselect from a limited list the best word to complete the sentence.Evaluate according to the number of correct responses.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

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GCO 10

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

10.4 use intermediate grammarand sentence structuresappropriate to assignedacademic tasks with and/orwithout support

Students will have ample opportunities to practice writing texts (200-300words), using their knowledge of intermediate-level grammar and showingtheir ability to self-correct. They will use intermediate-level grammar andsentence structures (compound and complex sentences for example) toproduce intermediate-level texts.

Challenge students to:

• complete tasks which provide ample opportunities to produce texts of200 to 300 words.

• review grammatical concepts, such as subject, object, parts of speech,and transitive/intransitive verbs.

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 10

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Pen and Paper

• Complete exercises on the following:• grammar practice activities, including text completion and errorcorrection.• grammar activities in context.• activities which focus on form.

Test

• Generally, accurate use of intermediate grammar and sentencestructure is evaluated in the context of writing texts. Knowledge ofgrammar, however, should also be tested using text-completion anderror correction exercises (i.e. grammar tests). Evaluate according tothe number of correct responses.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

The Short Composition

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GCO 10

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Students will be expected to:

10.5 use technology effectively toserve their learning needs

Students will have opportunities to use school computers to produce andedit intermediate-level texts to improve their language skills. Students willbe re-introduced to the Internet and word processing programs designed toassist in the learning of English as an Additional Language.

Challenge students to:

• use school computers.

• examine websites which can enhance their learning.

• format paragraphs correctly on a computer.

• use a computer to correctly to format their writing.

• practice using the Internet to improve language skills (e.g. EAL websites, grammar quizzes, CD ROM programs designed for EAL students)(TBA).

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 10

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Pen and Paper

• Students format paragraphs on a computer, following basic formattingconventions. Evaluate students accordingly (e.g. spacing, indenting,capitalization, placement of title, margins, font).

North Star 3, Listening and Speaking,Intermediate, Research Topics section

North Star 3, Reading and Writing,Intermediate, Research Topics section

Websites and Web-based quizzes (TBA)

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GCO 10

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Specific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum OutcomesSpecific Curriculum Outcomes Elaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and TeachingElaborations - Strategies for Learning and Teaching

Challenge students to:

• use dictionaries and grammar texts to find information.

• find answers to their vocabulary and grammar questionsindependently or with assistance.

• use a dictionary to locate possible definitions of unfamiliar vocabularyand determine the most likely definition for a particular context.

Students will be expected to:

10.6 use a variety of reference materialsfor support

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Tasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or AssessmentTasks for Instruction and/or Assessment Resources/NotesResources/NotesResources/NotesResources/NotesResources/Notes

GCO 10

EAL701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITIING

GCO: Students will be expected to use a range of strategies to develop effective writing and media products and toenhance their clarity, precision and effectiveness.

Pen and Paper

• Exercises on correctly locating most of the grammar explanationsand using the grammar explanations to independently correct mosterrors.

For the most part, the use of reference materials will occur and beevaluated in the context of writing longer texts. To evaluate this skillspecifically, identify 5 grammar mistakes in a student’s work and havethe student identify the chapter or page number in a grammartextbook or reference book on which the explanation for thesegrammar points appear. Using that information, have the studentscorrect their own errors.

North Star 3, Listening and Speaking,Intermediate

North Star 3, Reading and Writing,Intermediate

Dictionaries (EAL Kit and School-based)

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Appendices

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119

APPENDICES

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

Appendix A: EAL 701C Standards

Content

Aspect

BICS

Low-Intermediate

• learner has basicinterpersonalcommunication skills(BICS)

• learner has limitedacademic skills inlistening andcomprehending skills inEnglish (CALP

• requires significantsupport understandingcontent/academiclanguague

• learner can understandkey words and formulaicphrases and most shortsentences in simplepredictable cnversationsand when spoken slowlywith frequent repetition

• may begin to understandidioms withsupplemental instruction

Mid Intermediate

• learner has strong basicinterpersonalcommunication skills(BICS).

• learner has limited academicskills in listening andcomprehending skills inEnglish (CALP)

• requires support understandingcontent/academic language

• learner can understand simpleconcrete words, phrases andsentences, some with increasingcomplexity

• begins to understand idiomsand figurative language withsupplemental instruction

Listening/Receptive

CALP

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APPENDICES

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING120

Aspect Low-Intermediate

• can follow simple questionsrelated to personal experienceand an expanded range ofcommon daily instructions,positive and negativecommands and requestsrelated to the immediatecontext

• understands a variety ofsimple sentence structures

• requires additional waittime when responding

• has difficulty with commonpace of English speakers

• understands minimalteacher/student discussion

• understands minimal socialconversation with peers

Mid-Intermediate

• can follow simple and somecomplex questions and anexpanded range ofinstructions, commands andrequests related to theimmediate context

• begins to understand complexsentence structures with somesupport

• requires some wait time whenresponding

• has some difficulty withcommon pace of Englishspeakers

• understands some teacher/student discussion

• understands most socialconversation with peers

Listening/

Receptive

References :WMLS-R Broad English Ability Levels; Canadian Language Benchmark Descriptors; ESL Standards,British Columbia Special Programs Branch.

Form

Use

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Aspect Low-Intermediate

• has some interpersonalskills (BICS)

• has limitedacademic skills inspeaking English

• learner can communicatewith some difficultybasic needs in informalconversations(CALP

• asks and responds tosimple familiar questions,including WH questions,uses single words andshort sentences

• demonstrates somecontrol of very basicgrammar

• uses basic timeexpressions; the correctpast tense is used onlywith some commonverbs

• begins to use somewhatlimited vocabulary

• may begin to use contentvocabulary with support

• may begin to usecommon idioms

• may use circumlocutions• sometimes uses incorrect

words• evidence of some

disconneted discourse(and, but)

• pronunication,grammar and wordomission errors mayoften impedecommunication

• may begin to selfcorrect

Mid Intermediate

• has strong basicinterpersonal skills (BICS)

• has some academic skills inspeaking English

• learner can communicatebasic needs in informalconversations

• asks and responds to simple,familiar questions, includingWH questions, uses shortphrases and sentences

• demonstrates control ofbasic grammar

• uses basic time expressions;the correct past tense is used

• uses basic time expressions;the correct past tense is used

• used limited vocabulary

• uses content vocabulary withsupport

• uses some common idioms

• uses some circumlocutions;uses some incorrect words

• some disconnected discourseis evident

• pronunciation, grammarand word omission errorssometimes impedecommunication

• begins to self-correct

Speaking/Expressive

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Strategies *print convention

*letter and word recognition

*phonemes

Aspect

Literacy L1

BICS

Low-Intermediate

• learner has someliteracy skills in alanguage other thanEnglish

• learner has basicinterpersonalcommunication skills(BICS)

• has very limitedacademic skills inreading andcomprehendingEnglish

• begins to read lower-leveltexts from left to right,top to bottom

• can recognize the Englishalphabet and familiarwords and phrases

• can recognize a numberof common sounds

Mid Intermediate

• learner has some literacyskills in a language otherthan English

• learner has strong basicinterpersonal communicationskills (BICS)

• learner has limited academicskills in listening andcomprehending skills inEnglish (CALP)

• reads lower-level texts fromleft to right, top to bottom

• can recognize the Englishalphabet and familiar wordsand phrases

• can recognize a number ofcommon sounds

Secondary

Reading/Receptive

CALP

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Aspect Low-Intermediate

• decode simple words,phrases in lower level texts

• has basic strategies to aidcomprehension

• retells parts of a simplenarrarive perviously read*predicts the topic of a storybased on visuals*is aware of the topic of astory and its genre

• reads text/simple narrativeand retells the main idea*is able to predict the out-come of a simple nature*begins to understandsimple content basedmaterials where backgroundinformation has beenprovided*begins to understandexplicit ideas but may notnotice or understand impliedinformation*begins to demonstrateunderstanding of some storyelements (plot, character,setting, etc. with the use ofgraphic organizers)

*requires support to predictand interpret*begins to convey opinionsor emotional responses tocreative material read,viewed, or heard*answers literal questions*connects personalexperience with a read story

Mid-Intermediate

Reading/

Expressive

References :WMLS-R Broad English Ability Levels; Canadian Language Benchmark Descriptors; ESL Standards,British Columbia Special Programs Branch.

*word skills

*comprehensionstrategies

*predict and confirmmeaning

Comprehension

*retelling

*predicting &drawing inferences

*main ideas anddetails

*knowledge ofgenres

Responses andAnalysis

*connecting to otherinformation (priorknowledge andotherselections)

• decodes words and phrases inlower level texts

• has basic strategies to aidcomprehension

• continues to use context cluesto gain meaning

*reads text/simple andintermediate level narrativeand retells the main idea andsome details*predicts the outcome*understands simple contentbased on materials wherebackground information hasbeen provided*understands explicit ideas andbegins to understand impliedinformation*begins to understand somestory elements (plot, character,setting, etc. with the use ofgraphic organizers)

*begins to predict andinterpret often with support*conveys opinions or emotionalresponses to creative materialread, viewed, or heard*answers literal questions*connects personalexperience with a read story

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*developing ideas *communicating information (sense of message, purpose, audience) *use of detail *use of sources

Style *variety, impact, and clarity of language

Aspect

Literacy L1

BICS

Low-Intermediate

• learner has literacy skillsin a language other thanEnglish

• learner has interpersonalcommunication skills(BICS) in a languageother than English andhas limited academicskills in writing

*attempts to express ideason a range of topics*the meaning is not alwaysclear in first reading*the central idea isapparent, but limitedvocabulary may result intopic hopping or awkwardphrasing*incomplete elaborationand connection to thetopic appear as digressions*may begin to displayawareness of audience*begins to make connec-tions between backgroundknowledge, experience, andnew information togenerate personal andcontent area text, withinstructional support

*writes simple sentences*ideas may be disjointed,affecting clarity

*composition areconversational in tone

*has a limited varietyof topics

Mid Intermediate

Secondary

Writing/Expressive

Meaning

• learner has literacy skillsin a language other thanEnglish

• learner has strong basicinterpersonal communicationskills (BICS) in a languageother than English andhas limited academicskills in writing

*expresses ideas on a range oftopics*the meaning is often clearafter a couple of readings*the central idea isapparent, but limitedvocabulary may result intopic hopping or awkwardphrasing*incomplete elaborationand connection to thetopic appear as digressions*begins to displayawareness of audience*makes connections betweenbackground knowledge,experience, and newinformation to generatepersonal and content-areatext, with instructionalsupport

*writes simple sentences andphrases begins to writecomplex sentences andphrases

*composition are usuallyconversational in tone; beginsto compose more formally

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Aspect Low-Intermediate

*uses conjunctions (and, or,but)*sometimes attempts use ofsubordination (because, so,but)*requires instructionalsupport with sequencing,transitions, and unity*uses a graphic organizeror model to write coherentparagraphs

*uses capitalization,punctuation, and spellingmore consistently*usually recognizes sentenceboundaries and demonstratessome control of sentencestructure*makes incorrect word choices*makes grammatical andmechanical errors thatsometimes diminish orobscure meaning*may omit words or wordendings such as -s or -ed*may include run-ons andfragments*may omit prepositions,articles and plurals

Mid-Intermediate

Secondary

Writing/

Expressive

References :WMLS-R Broad English Ability Levels; Canadian Language Benchmark Descriptors; ESL Standards,British Columbia Special Programs Branch.

Form*connecting andtransition words*sequence andorganization*introductions andconclusions*paragraphs textfeatures and graphics*awareness of genres

Conventions

*capitals*punctuation*spelling*word choice(diction)*grammar*sentence structure(syntax)

*uses conjunctions (and, or,but)

*use of subordination (because,so, but)*requires some instructionalsupport with sequencing,transitions, and unity*uses a graphic organizeror model to write coherentparagraphs

*uses capitalization,punctuation, and spellingmore consistently*often recognizes sentenceboundaries and demonstratessome control of sentencestructure*makes some incorrect wordchoices*makes some grammatical andmechanical errors thatsometimes diminish or obscuremeaning*may omit some words or wordendings such as -s or -ed*may include some run-ons andfragments*may omit prepositions,articles and plurals

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Appendix B: Language Reference Chart - ESL Level 3

This chart shows the structures students are expected to learn through work done in all four strands. Thesestructures should be embedded in context rather than taught in isolation. Some English language learnersmay require reinforcement and repetition of language structures from previous course levels in order toachieve mastery.

I. Grammatical Structures

• Collective nouns (e.g., team, crowd, group, family, police,audience) + verb agreement

• Indefinite (e.g., some, no, any, every + body/thing)• Relative who/that/which/whose: defining relatives clause

(e.g., The girl who sits beside you is pretty. That’s the manwhose daughter sits beside you.)

• Simple past with low frequency irregular verbs (e.g. sweep/swept, rise/rose, light/lit, shine/shone)

• Present Perfect (e.g., He has just arrived.)• Past Perfect (e.g., They had studied English before they

arrived in Canada.)• used to (e.g., They used to eat in the cafeteria.)• Modals: should/could/would (e.g. I should leave before it

rains. We could do that tomorrow.)• Simple Passive (e.g., The book was found in the desk

yesterday. I was born in China.)• Simple use of infinitives: would like, ask/tell (e.g., I would

like to go to the concert. The teacher asked me to studyhard.)

• Simple use of gerunds: go + ing, verbs of like/dislike; gerundas subject (e.g., They are going skating. She hates cooking/We love skiing. Writing in English is hard.)

• know, think, hope, believe, feel + that (e.g., I think that youare right.)

• Conditional (Type 1/probable - e.g., If it rains, we will stayhome.)

• Irregular comparative/superlative (e.g., better/best, worse/worst, more/most)

• er/more + than (e.g., bigger than, more interesting than)• est/most + (in/of ) (e.g., oldest of the group, most expensive

in the store)• Comparative + as...as (My plans are as important as hers.)• Adjective phrases (e.g., The man in the red hat lives close to

me.)• other/another/each

Nouns

Pronouns

Verbs

Adjectives

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• Verb + two adverbs (e.g. They drove very slowly through the storm.)• Adjective + ly (e.g., happily, truly, extremely, beautifully)• somewhere/nowhere/anywhere/everywhere

• Conjunctions: before, after, when, then, while both...and, incontrast, in conclusion, yet, for example, therefore, similarly, as aresult, on the other hand, at first

• Information questions + some variety of tenses (e.g., When can Ileave? How have you been?0

• Negative Yes/No questions (e.g., Don’t you live here?)• Simple tag questions (e.g., It’s hot today, isn’t it?)

• Negation + some variety of tenses (e.g., He hasn’t finished. Sheshouldn’t go.)

• With (simple figurative) phrases verbs (e.g., give up, look after, bringup, get along, clear up, go through, hand around, hold on, point out,put down, etc.)

• Some variety of compound sentences:• Main clause + one subordinate clause (e.g., When I got near the

school I saw the lots of people.)• Direct speech + correct punctuation (e.g., Juan said, “I’m last so I

have to take the bus.”/”I’m late so I have to take the bus,” said Juan.)• Indirect speech + present tense (e.g., They said you go to the movies

every week.)• Indirect speech + say/tell/ask + some variety of tenses (e.g., They said

he wanted you to call.)

• Colon before a list (e.g., Bring the following items: pen, pencil,and paper.)

• Parentheses (e.g., for additional information)

Adverbs

Transition Words and Phrases

Question Forms

Negation

Prepositions

Sentences

II. Conventions of Print

Punctuation

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Appendix B: Language Reference Chart - ESL Level 4

This chart shows the structures students are expected to learn through work done in all four strands. Thesestructures should be embedded in context rather than taught in isolation. Some English language learnersmay require reinforcement and repetition of language structures from previous course levels in order toachieve mastery.

I. Grammatical Structures

• Abstract nouns (e.g., advice, information, beauty, knowledge,philosophy, democracy) + a/an/no article (e.g., He had agood knowledge of math. He had knowledge about manythings.)

• Indefinite (e.g., some, any, every + one)• one/ones• who/which/that/whose + Relative clause (non-defining

relative clause, e.g., She gave me this photo, which she hadtaken in Mexico. The students, who wanted to play soccer,were disappointed when it rained.)

• Present Perfect Progressive (e.g., What have you been doing?)• Present Perfect (e.g., He has just arrived.)• Passive: Present Progressive (e.g., The game is being played

today.)• Passive: Present Perfect (e.g., It has been eaten.)• Passive: Future (e.g. It will be finished.)• Dual use of some nouns/verbs: produce, report, present• Gerunds/infinitives (e.g., Bullying is unacceptable. To know

him is to love him.)• Modals: need/may/might• Conditionals: Type 2/unlikely (e.g., If I had a million dollars,

I would buy a large house.)• Consistent use of verb tenses (e.g., maintain the same verb

tense in a sentence or paragraph)

• Noun + 3 adjectives (e.g., She wore a large blue checkeredscarf.)

• The + adjective (e.g., The larger leather bag is mine.)• Gerund as ajective/or compound noun (e.g., running water,

walking stick, diving board)• both/all/enough + of• either/neither

Nouns

Pronouns

Verbs

Adjectives

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• With ing/ed participles (e.g. She was staring lovingly at the child.They excitedly cheered for their team.)

• Of possibility (e.g., probably, possibly, definitely)• Of opinion (e.g., obviously, clearly)

• Conjunctions: yet, although, since, because of• Not only...but also (e.g., Not only is she taking ESL, DO, but she

is also taking physics.)• as...as, as soon as, as well as, nearly as, just as not quite as, wherear• moreover/in short/as a result/even though/now that/for instance/

due to/by contract/possibly/that is/in addition/for this reason

• Negative forms of information questions (e.g., What doesn’t shelike?)

• With conjunction unless (e.g., Don’t call me unless you need help.Unless you have a permit, you can’t drive.)

• With a variety of phrasal verbs (e.g., be away, be back, be for, beover, be up; ask about, ask for, ask someone in, ask someone out etc.)

• despite/throughout/until/according to

• Complex sentences with two subordinate clauses (e.g., The ballbounced off the tree and hit Sunita, who has stepped into the park.)

• Complex sentences with relative clauses (e.g., I have no time fortelevision because I play sports. She reads books which are aboutenvironmental issues.)

• Indirect speech with wh questions and if (e.g., I asked him what hewas doing. We said we would go to the movies if we could get aride.)

• Adjective/noun clauses + (that) (e.g., The car that was speedingcaused an accident. The sweater (that) I bought was too small.)

• Indirect speech + a variety of tenses• Self-correct common sentence errors (run-on, fragments)

• hyphen• colon, semi-colon• apostrophe• quotation marks• parentheses• ellipses

Reference: Language Reference Charts ESL Levels 3 & 4, English as a Second Language & English LiteracyDevelopment, Ministry of Education, The Ontario Curriculum, 2007.

Adverbs

Transition Words and Phrases

Question Forms

Negation

Prepositions

Sentences

II. Conventions of Print

Punctuation

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Appendix C: Listening and Speaking

Listening Activities

Non linguistic response/short response

This type of activity is good for helping students to focus on the listening itself because they are notdistracted by the need to take down words. Examples of this type of activity might include the followingscenarios:

• students hear a description or a conversation and have to decide from the selection offered, which pictureis the right one;

• two or three sets of pictures are presented to the students who then listen to a story, and try to decidewhich set of pictures represents the story;

• students listen and put a given a set of pictures in sequence;

• students listen and follow a route on a road plan or a map or mark the direction of the flow of blood inthe body on a diagram;

• students listen and complete a grid to record bus or plane arrivals/departures;

• students listen and fill in details on a graph;

• students listen and label diagrams and pictures.

Listening Re-tells

These activities use the same principle as the Reading Re-Tells. Students:

• listen to a challenging passage;

• complete a comprehension task through interaction with students who listened to the same passage;

• present new information to people who did not listen to the same passage;

• listen actively making brief notes;

• practise the functions of asking for clarification and additional information;

• reconstruct some or all of the information received during the activity.

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Speaking Activities

A wide variety of activities can be used to practise speaking in the EAL classroom, including role play, groupdiscussions, drama, debates, consensus activities, surveys, monologues, dialogues,conversations, interviewsand projects. Four of these are outlined below.

Role Playing

Role playing usually involves giving students a situation and related character roles to act out. This activitypermits practice of dialogues in a non-threatening context that mimics real life. Before the students arrive,choose or develop a role-play scenario (conversation between parents and children or two friends over acontroversial issue). Preteach any necessary grammar andvocabulary. Divide the class into pairs and give eachpair a roleplay card. Give each pair/group time to read their card and prepare for their role play. Then allpairs improvise their dialogues simultaneously, with no audience. Volunteers can be asked to perform theirrole plays for the class.

Group Discussions

Group discussions are especially effective because they require the participation of all students in an open-ended discussion. Divide the class into groups (minimum three per group). Assign each group a topic andgive students time to write five open-ended or opinion questions related to the topic. Give students 10 - 15minutes to discuss their topic in their group, with each person responsible for leading the discussion on hisor her five questions. The discussion leader must ensure that everyone asks and answers all questions. Whenthe time is up, have students pass their topic card to the group on their right and repeat the procedure.

Monologue Activities

A monologue activity is an activity in which the student speaks on his or her own for a sustained period,without interacting with others. These include informal speeches, presentations, storytelling, etc. Theadvantage of monologues is that they demand extended, albeit perhaps slightly unnatural, discourse onthe part of the student. One example of a monologue is the two minute “speech”. Prepare a list of topics (ex:my hero, my fondest memory, my favourite sport, my best vacation, etc.) and have each student select a topicon which he or she must present a two minute, semi-impromptu talk. Give the student time to preparewhat he or she wants to say and locate any specific vocabulary and language required. Randomly selectstudents to present to the class.

(ESL 2205 Curriculum Guide, NL)

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Appendix D: Reading and Writing

READING Activities

Communicative Reading

In a communicative approach to reading, students are first given a reason to read. An example might be thefollowing scenario: You must plan a tour for some exchange students coming to Charlottetown, PEIduring Easter weekend. They would like the tour on Tuesday or Wednesday between 9 A.M. and 5 P.M.They wish to visit places of historical interest and would like to go as one group. Read the texts describing anumber of tours. Make a list of suitable tours and write a letter to the tour operators to obtain moreinformation. In this activity, the information gathered from the reading becomes input for a writing activity.

Information Gap/ Jig Saw

In an activity based upon this procedure, information required for the completion of the target task isdistributed in two or three different versions of a text. These texts are then made available to subgroupswithin the class such that each group will obtain only some of the information required for the target task.Students read their text and exchange information so that information gaps are filled and the target task iscompleted. For example, two versions of a short mystery story might be distributed. Version 1 contains cluesnot available in Version 2 and vice versa. Students must read their text and exchange information to solve themystery.

Reading Re-tells

After an appropriate pre-activity, the class is divided into two groups A and B, each group having one of a setof related texts. Students read their text in class (or outside the class for more complex texts). Then, withintheir groups, students work in pairs or triads to complete one of several comprehension tasks set according tothe level of the students or the difficulty of the text. The questions should be of sufficient difficulty thatstudents are required to pool the information they get from the reading and discuss possible answers withother members of the group. The teacher prepared worksheets help students focus on important information.After completing their comprehension tasks, students are asked to regroup in pairs. Each pair comprises onestudent from the original group A and one from B. The partners take turns explaining the information intheir texts, using the worksheets they have completed as an organizational framework and as an aid tomemory. The listener is expected to ask for clarification and additional information and to note down themain points of the partner’s presentation on a worksheet. Because the students have been working in pairsand groups on different texts, there is a need for a final step to synthesize the information. One way toaccomplish this is to have a short wrap up class discussion. Students could be given copies of all texts, with orwithout worksheets to read in class or at home. Thus, within the retell activity, the student has:• read a challenging passage;• completed a comprehension task through interaction with students who have the same text;• presented new information to people who did not have the same text;• listened actively making brief notes;• practised the functions of asking for clarification and additional information;• reconstructed some or all of the information received during the activity.

(ESL 2205 CURRICULUM GUIDE, NL)

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Writing Activities

1) Composing

This type of activity is concerned with the pre-writing and drafting stages during which writers get theirideas together, make rough plans or formulate mental outlines, and develop a sense of direction as they beginto draft their writing. The following are some examples of the activities used in the pre- writing stage:• gathering information• pyramid planning• making mind maps• using a diagram of ideas• brainstorming• using questionnaires• interviewing people• conducting a survey• observing and making notes

2) Communicating

Skilled writers are sensitive to their audience. Less skilled writers produce what can be called ‘writer based’rather than ‘reader based’ prose; that is, writing which focuses on the topic at the expense of the reader, andas a result is ambiguous and presents ideas less clearly.

The tasks described below focus on the need to develop a strong sense of audience. They demonstrate ways inwhich the teacher can create contexts for classroom writing and provide a range of readers.

Giving DirectionsDivide students into pairs. Ask one student to locate a place on a street map which is his or her real orimagined home. Ask each partner to write a letter to the other sending a party invitation which includesdirections to his/her home. The address should be given without the street or number. The directions shouldbegin with reference to a landmark which is clearly marked on the map, for example, “Get off the bus atBannerman Park”. Then ask each student to give the letter to his or her partner to trace the directions on themap and name the destination.

Jigsaw Story WritingThe use of picture stories to stimulate narrative writing in ESL is well established. This task uses a picturestory and the principle of information gap to create task dependency. Each student has only one picture froma sequence, and students are required to pool their knowledge in order to piece the story together. Placestudents in pairs/triads. Give each pair/triad one of the pictures. Working together within the group,students write paragraphs describing events in their picture. In order to ensure coherence, suggest thateveryone work in the past tense. When the paragraphs are completed and agreed upon, each student writesdown his/her own copy. Collect the pictures. Then reorganize the class into groups of five, each studenthaving a description of one picture in the story. Ask students to assemble the parts to produce a logical storywith appropriate cohesive devices, tense sequences etc. A final stage could be reading the completed versionsaloud to compare and assess them. There is an element of task dependency here, as the task cannot becompleted without clear directions. It is particularly useful for students who have newly arrived in the area.

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Asking and Giving AdviceA popular activity in ESL, writing letters to ‘Dear Abby’, can be modified into pair or group work in order toprovide an audience, as well as a sequence of activities which work on the task dependency principle. Apreparatory stage is needed for the teacher and class to discuss the concept of the advice column. Authenticexamples from newspapers should be used as a reading activity to introduce the topic and provide models forthe language. Ask each student, pair or group to think of a problem and formulate a letter to Dear Abby.When students have completed their letters, they exchange them with another student, pair or group whosetask it is to prepare possible answers and write a reply in the role of Abby.

Writing Letters of InvitationIt is common in ESL classrooms to ask students to fill in a diary as a basis for language practice in giving,accepting and declining invitations. Ask students to fill in the blank pages of their diaries with apredetermined number of appointments, real or imagined. The teacher should ensure that students have asufficient number of appointments so that two students may well have simultaneous engagements. Studentsshould not see each other’s diaries so that an information gap is created. Ask students to work in pairs. Allstudents should write a letter to their partner inviting them to do something the following week. The letterscan then be exchanged and students refer to their diaries to see whether or not they are able to accept theinvitation. Students write a reply, accepting or declining the invitation. If they cannot accept, they shouldsuggest an alternative arrangement.

Matching Descriptions to PicturesTeachers need pictures of people cut from magazines/books. The pictures should be chosen for clarity, adegree of distinctiveness in the characters and should ideally show more than just the face or head, that, is,some indication of clothing would be useful. Take one of the pictures for preparatory work with the wholeclass. Display it to students and elicit adjectives, descriptive phrases, and sentences for describing the personshown. Use the language collected in this way to write a description with the students, asking them tosuggest a logical organization and the structure of sentences. Alternatively, display a prepared descriptionas a model. Give each of the students one of the pictures, asking them to keep it concealed from the others.They should then write a similar description.

Collect the pictures and completed descriptions. Display all the pictures on the wall and number them.Shuffle the descriptions and give them out to students, ensuring that every student has someone else’s text.Students then try to match the descriptions with the pictures.

Writing to Real PeopleTeachers will need an assortment of newspapers and magazines. Take an interesting advertisement or small adand discuss its language and content. Elicit from the class what needs to go into a letter of inquiry. Show aprepared letter of enquiry as a model and point out important aspects of layout, appropriate endings etc.Give students time to browse through a newspaper to find an advertisement of interest. (This part of theactivity becomes a useful skim reading session). When students have selected an advertisement, monitorthem as each one writes a letter. Many students want to actually send their letters. It is particularlymotivating for students to discover that they can write a letter in English and receive information of personalinterest as a result. The letters and brochures they receive are in themselves useful authentic reading materialsand may give rise to further correspondence. The above mentioned tasks are merely examples of themultitude of tasks which can be completed in the communicating stage of the writing process.Successful authoring implies having a sense of purpose and a sense of audience. However, it should notpreclude attention to another aspect of writing, that of crafting. This is the way in which a writer putstogether the pieces of the text, developing ideas through sentences and paragraphs within an overallstructure. The crafting process allows the students to focus on:

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• form: e.g. letters, technical reports, memos etc. All have different forms which may have to be learned.

• discourse organization: Classroom writing tasks can make explicit reference to different types of discourseorganization

• cohesive devices: Activities which focus on reference, conjunction, substitution, ellipses and lexicalrelationships show students how these devices signal the relationship between ideas.

• choice of vocabulary: The selection of appropriate words to communicate precise meanings, to create aneffect or to develop a theme is very important. Work on vocabulary building is essential in the writingprocess. Students will be expected to write texts from all of the following categories: personal writing,study writing, creative writing, public writing, social writing and institutional writing.

3) Crafting

The crafting process allows the students to focus on:

• form: e.g. letters, technical reports, memos etc. All have different forms which may have to be learned.

• discourse organization: Classroom writing tasks can make explicit reference to different types of discourseorganization

• cohesive devices: Activities which focus on reference, conjunction, substitution, ellipses and lexicalrelationships show students how these devices signal the relationship between ideas.

• choice of vocabulary: The selection of appropriate words to communicate precise meanings, to create aneffect or to develop a theme is very important. Work on vocabulary building is essential in the writingprocess.

Students will be expected to write texts from all of the following categories: personal writing, study writing,creative writing, public writing, social writing and institutional writing.

(ESL 2205 CURRICULUM GUIDE, NL)

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Appendix E: Assessment

Scaffodling Assessments by Language Proficiency Level

Proficiency Level Beginning Intermediate AdvancedScaffolding Approaches

1. Tap prior knowledge/personal experience

(e.g., prereading, prewriting strategies).

2. Read items aloud to student.

3. Use manipulatives.4. Allow an oral, pictorial, or physical response

(e.g., gestures, illustrations).

5. Add meaningful visuals, graphic organizers to

task or question.

6. Label parts or functions.

7. Select from several options (e.g., word bank).

8. Complete, given a list, exmples, or sentence stem.

9. Complete an outline, T-list, or semantic map.

10. Make a list of attributes.

11. Provide vocabulary lists or glossary.

12. Simplify language (reduce sentence length,

use present tense only, enlarge font size).13. Simplify format (reduce number of items, remove

distracting graphics, cut into smaller chunks or

task).

14. Use cooperative learning/collaborative tasks.

15. Modelling by teacher.

16. Show model performances.

17. Use music, drama, role-play, puppets.

18. Ask for evidence to support response.

19. Use native language.

20. Use taped directions.

T TT

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T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

T

TT

T

T

TT

T

TT

T

T

T

TT

T

Figure 8.9 Scaffolding AssessmentsSource: Adapted from L. Valdez Pierce, Assessing English Language Learners (Washington,DC: National Education Association, 2003).

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Student Name Date

Analytic Scoring Rubric for Oral Language - Grades 6 - 12, Intermediate English Proficiency

niamoDgnitaR

ytilibisneherpmoC noisneherpmoC ycneulF yralubacoV xatnySdnarammarG

4

skaepShtiw,ylbisneherpmoc

noitaicnunorpemostonodtahtsrorre

.gninaemhtiwerefretni

latotswohShtiwnoisneherpmoc

.sesnopseretairporppa

htgneltaskaepStuohtiwdna

.noitatiseh

foyteiravasesUyralubacovesicerp

rorammargsekaModtahtsrorrexatnys

htiwerefretniton.gninaem

3

emoshtiwskaepSeudgninaemniskaerb

noitaicnunorpot.srorre

tnetsisnocswohSsksa,noisneherpmoc

ronoitacifiralcrof.noititeper

htiwskaepSsnoitatisehemos

.ylfeirbylnoro

evititepersesUsahroyralubacov

htiwsmelborp.eciohcdrow

rammargemossekaMtahtsrorrexatnysro

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2

ynamhtiwskaepSeudgninaemniskaerb

noitaicnunorpot.srorre

emosswohSsksa,noisneherpmocro/dnanoititeperrofetairporppanisekam

.sesnopser

htiwskaepS.snoitatisehynam

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suoremunsekaMxatnysrorammarg

htiwerefretnitahtsrorre.gninaem

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sidnaskaepStsomelbisneherpmocni

oteudemitehtfo.srorrenoitaicnunorp

elttilswohShguorhtnoisneherpmoc

etairporppaniynamonrosesnopser

.esnopser

aylnoskaepS.sdrowwef

rodetimilsesUycneuqerfhgih

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dnarammargsekaMtahtsrorrexatnys

.gninaemtimilylereves

Figure 8.1 Sample Oral Scoring RubricSource: Adapted from material from Erin Chubb, ESOL Teacher and Rubric developedjointly by Lorraine Valdez Pierce and Fairfax County ESOL Assessment Team, Spring 2004.

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Appendix F: Self-Assessment of Communication Strategies in

Oral Language

Name Date

Circle the answer that shows how often you do the following things.

When I have problems talking in English, I:

1. use my native language. Never Sometimes Often

2. ask for help. Never Sometimes Often

3. use gestures or facial expressions. Never Sometimes Often

4. avoid communication totally or partially. Never Sometimes Often

5. use a synonym or a description. Never Sometimes Often

6. make up new words. Never Sometimes Often

7. simplify what I want to say. Never Sometimes Often

Adapted from a form developed by ESL teacher s. Copley (1994).

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Adapted from a form developed by ESL teacher M. Crossman (1994).

Self-Assessment of Speaking Ability

Name Date

Part 1: Place an X on each line to show how much you agree or disagree

This week I used English to talk with

1. I think that I was successful. Disagree Agree

2. The person I spoke to understood me. Disagree Agree

3. I felt comfortable speaking with another Disagree Agreeperson in English.

4. I understood everything that this person Disagree Agreesaid to me.

5. I could do this again with no problem. Disagree Agree

Part 2: Complete the sentences below.

6. When someone doesn’t understand me, I

7. When I don’t understand someone, I

8. Now I know

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Peer Feedback Form: Explaining a Process

Speaker’s Name Date

Your Name

Part 1: Circle the word Yes, Some, or No to tell how you feel about the speaker’s report.

1. Understood what the speaker was talking about. Yes Some No

2. The speaker described how everything worked. Yes Some No

3. The speaker explained in steps I could follow. Yes Some No

4. I think I could do this myself now. Yes Some No

5. The directions were clear. Yes Some No

Part 2: Complete the following sentences.

6. I liked when the speaker

7. The speaker was good at

8. Maybe the speaker could

Adapated by ESL teacher M. Crossman from Hill and Ruptic (1994).

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Self-Assessment of Participation in Groups

Name Date

How often did you do the following things in you group today? Put a check T in the box that bestdescribes your response and add comments.

Task Rarely Sometimes Often Comments

1. I listened to others in my group.

2. I summarized what others ssaid.

3. I asked for information.

4. I gave information.

5. I gave an opinion.

6. I agreed or disagreed.

7. I asked for clarification.

Adapted from a form developed by ESL teacher M. Crossman (1994) and Nourse, Wilson, and Andrien(1994).

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Story Retelling Checklist

Name Date

Title Author

Quarter: 1st 2nd 3rd 4th

Text Difficulty: Highly predictability Moderate predictability Advanced

Response: Drawing/pictures Oral response Written response

Performance Tasks Initiates Reponds Commentsto Prompt

Names main characters

Describes setting

Starts retelling at the beginning

Identifies problem or issues

Reports events in chronological order

Describes resolution

Adapted from a format developed by ESL teacher K. Harrison (1994), Fairfax County Pubic Schools, andbased on National Education Association (1993).

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Literature Response Scoring Rubric

Outstanding • Describes most story elements (characters, setting,beginning, middle, and end of story) through oral andwritten language or drawings

• Responds personally to the story• Provides an accurate and detailed description of the story• Develops criteria for evaluating the story

Good • Describes most story elements through oral or writtenlanguage or drawings

• Responds personally to the story• Provides an accurate description of the story with some

details• Analyzes something about the story (plot, setting, character,

illustrations

Satisfactory • Describes some story elements through oral or writtenlanguage or drawings

• Makes a limited personal response to the story• Provides an accurate description of the story• Explains why he or she likes or does not like the story

Needs Improvement • Describes few story elements through oral or writtenlanguage or drawings

• Makes no response or a limited personal response to thestory

• Provides a less than accurate description of the story• States that he or she likes or does not like the story

Adapted from rubrics developed by elementary ESL teacher J. Eury (1994), Fairfax County Public Schools,and Lamme and Hysmith (1991).

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Literature Response Scoring Rubric

Name Date

Book/Story

1. How much did you participate in today’s discussion group? (Circle one.)

alot about the right amount too little

2. What did you do well in group discussion? (Check what is true to you.)

I finished the reading assignment andn came prepared to discuss it.

I wrote in my jounal.

I listened to others.

I responded to others.

3. What was an important idea expressed by someone in your group?(Name the person and describe what he or she said.)

Adapted from Hill and Ruptic (1994) and Rhodes (1993).

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Literature Discussion Group: Teacher Observation Checklist

Book/Story Discussed Author(s)

Theme/Focus Date

:stnedutSfosemaN :stnedutSfosemaN :stnedutSfosemaN :stnedutSfosemaN :stnedutSfosemaN

noitaraperP noitaraperP noitaraperP noitaraperP noitaraperP

dnakoobthguorBslairetamrehto

dengissaehtdaeRsegap

otstprecxedetoNerahs

noitapicitraP noitapicitraP noitapicitraP noitapicitraP noitapicitraP

otdetubirtnoCnoissucsid

level-rehgihdesUslliksgnikniht

troppusottxetdesUstnemmoc

morfsesnopserdeticilEsrehto

evitanretlaotdenetsiLweivfostniop

spihsnoitalerderrefnItxetnidetatston

yrotsotderrefeR,tolp(stnemele

,tcilfnoc,sretcarahc)emeht

Adapted from Hill and Ruptic (1994).

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Literature Discussion Group: Teacher Observation Checklist

Student Date

Story/Text Grade/Teacher

Place a check or write examples in the spaces.T

ygetartSgnidaeR ygetartSgnidaeR ygetartSgnidaeR ygetartSgnidaeR ygetartSgnidaeR yltneuqerF yltneuqerF yltneuqerF yltneuqerF yltneuqerF semitemoS semitemoS semitemoS semitemoS semitemoS yleraR yleraR yleraR yleraR yleraR

egdelwonkroirpsesU.1

dnasdrowstcerroc-fleS.2secnetnes

sdaereR.3

snoitciderpsekaM.4

snoiniposmroF.5

sesarhparaP.6

sezirammuS.7

saedisddA.8

:rehtO.9

Adapted from Glazer and Brown (1993)

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Reading Skills/Strategies Checklist (for Emerging Readers)

Student Date

ygetartS/llikS ygetartS/llikS ygetartS/llikS ygetartS/llikS ygetartS/llikS skeeW9ts1 skeeW9ts1 skeeW9ts1 skeeW9ts1 skeeW9ts1 skeeW9dn2 skeeW9dn2 skeeW9dn2 skeeW9dn2 skeeW9dn2 skeeW9dr3 skeeW9dr3 skeeW9dr3 skeeW9dr3 skeeW9dr3 skeeW9ht4 skeeW9ht4 skeeW9ht4 skeeW9ht4 skeeW9ht4

redaeR-erP redaeR-erP redaeR-erP redaeR-erP redaeR-erP

nwod/pu,thgir/tfelskcarT.1

esacrewol/reppusehsiugnitsiD.2

lobmys/dnuossetaicossA.3

sdrowtuodnuosotsnigeB.4

txetnisdrowetacolnaC.5

sdrowwefadaernaC.6

gnipoleveD gnipoleveD gnipoleveD gnipoleveD gnipoleveD

tcerroc-flesotsnigeB.7

seigetartsgnidaergnisusnigeB.8

txetelpmisnisliatedsetacoL.9

txetelbatciderp,trohssdaeR.01

redaeR redaeR redaeR redaeR redaeR

seigetartsgnidaerlarevessesU.11

aediniamseifitnedI.21

redrolacigolsezingoceR.31

tceffe/esuacsezingoceR.41

stxetelpmis,trohssdaeR.51

gnidnapxE gnidnapxE gnidnapxE gnidnapxE gnidnapxE

secnerefniswarD.61

semoctuostciderP.71

snoisulcnocswarD.81

gnisarhparapsezingoceR.91

daerotsesoohC.02

skoobretpahcsdaeR.12

Adapted from a checklist developed by middle ESL teacher D. O’Neill (1994), Fairfax County PublicSchools, Virginia.

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Appendix G: Glossary of Terms

Academic Language: The “complex network of language cognitive skills and knowledge required across allcontent areas for eventual successful academic performance at secondary and university levels of instruction”(Collier and Thomas, 1989 p. 127). This term was initially coined by Jim Cummins as “cognitive academiclanguage proficiency” or CALP. This content- reduced or de-contextualized language represents a dimensionof language proficiency that extends into increasingly cognitively demanding uses of language, with fewercontextualized clues to meaning.

Acculturation: A process in which an individual or group incorporates one or more cultural traits of anothergroup, resulting in a blend of cultural patterns. Cultural change and accommodation through acculturationdo not necessarily mean loss of the original cultural identity.

Adaptation (cultural): A means or path to acculturation in which the individual learns a new culture whileretaining the best of his or her primary culture. This process is referred to the assimilation method ofacculturation in which the individual is prompted to relinquish his or her primary culture (and oftenlanguage) as he or she learns another.

Adaptation (educational): A means or path to accommodate the needs, interests and abilities of an individualstudent with exceptionalities by changing the learning resources, instruction (learning environment,scheduling, facilities, instructional techniques), and/or assessment. Adaptations retain curriculum outcomesand expectations while addressing the specific learning needs of the student. Full credit is granted tostudents using adaptations but the adaptations must be documented on the student’s file and transcript.The adaptations’ form should be signed by the student, parent and teacher.

Active Learning: An instructional approach to teaching and learning that understands education as adynamic process. AL strategies engage students in activities involving the application of content area “real-life” situations. AL classroom foster a learning environment where students develop their own knowledgestructures through dialogue, reading and writing, and reflecting and acting upon engaging and relevantmaterial.

Alternative Assessment: Any type of assessment for finding out what students know or can do that is not atraditional multiple-choice or standardized test.

Assessment Bias: Bias that occurs when the cultural background of diverse students in not considered.

Assimilation: A process in which an individual or group completely takes on the traits of another culture,leaving behind the ancestral culture.

Attitudinal Bias: Bias resulting from differences in attitudes toward a particular language or dialect.

Authentic Assessment: assessments that are linked both to the instruction delivered in the classroom and toreal world activities.

Benchmarks: models or examples of student work used to demonstrate various levels on a scoring rubric.

Bias: Threatens the validity of an assessment by factors irrelevant to what the test intends to measure, such asby favoring one group (cultural, racial, language or gender) over another, or ignoring variations in thelanguage proficiency or cultural background of students being assessed, especially when compared to anorming group.

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BICS: Basic Interpersonal Communication SkillsThe skills involved in everyday communication-listening, speaking, carrying on basic conversation, under-standing speakers, and getting one’s basic needs met.

Biculturalism: The capacity to negotiate effectively within two different cultural systems. Being biculturaldoes not necessarily mean, however, giving equal time to both cultures in terms of behavior.

CALP: Cognitive Academic Language ProficiencyThe skills that are needed to succeed in the academic classroom, which include problem solving, inferring,analyzing, synthesizing, and predicting. They go beyond the BICS, demanding much greater competence inthe language.

Cognate: A word in one language, the form and definition of which resemble a word in a different language(e.g. animal [English] and animales [Spanish].

Common Underlying Proficiency Interdependence: The theory, supported by research, that academic skills,literacy development, concept formation, subject knowledge, and learning strategies all transfer from the firstto the second language as the vocabulary and communicative patterns are developed in L2 to express thatacademic knowledge.

Context-reduced Language: language that has few visual and/or aural cues to help the learner understand.This is demanding language because the learner’s ability to understand the spoken or written messagedepends solely on his proficiency in the language. Examples of context-reduced language situations arelectures without demonstrations or visual aids ; math word problems without illustrations; textbooks withoutcharts, diagrams or photos.

Context-embedded Language: Language that is most easily understood is embedded in a context that is richin cues such as concrete games, gestures, facial expressions, art, music, phys. ed., face to face conversations,games, hands on activities ( as with science), math computation problems, and TPR.

Cultural Bias: bias in favour of the cultural majority group and against minority groups.

Cultural Deficit Theory: A theory that implies that academic underachievement among minority students isdue to socioculturally, economically, linguistically “impoverished” environments, i.e due to innate patholo-gies located within the students themselves, their families, or their communities.

Culture: A deep, multilayered, somewhat cohesive interplay of languages, values, beliefs, and behaviors thatpervades every person’s life, and that is continually undergoing modifications. Culture is not an isolatedaspect of life that can by used mechanistically to explain phenomena in am multicultural classroom or thatcan be learned as a series of facts.

Declarative Knowledge: Knowledge of facts (names, dates, characteristics)typical of that measured onstandardized tests.

Differentiated Scoring: Assigning separate scores for language and content on content area work samples.

Discourse: A communication of oral and written language that occurs within a context in ways that directlyinfluence the manner in which the individual constructs and expresses his or her thoughts and ideas.

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English as an additional language (EAL): a program of instruction for students for whom English is anadditional language that enables students to acquire both interpersonal communication skills and academicproficiency in spoken and written English. The EAL learner could be either at the preliterate, beginner,intermediate, or advanced level of English language proficiency in the areas of reading, writing, speaking andlistening.

English as a second language (ESL): a program of instruction for students whose first language is not Englishthat enables students to acquire both interpersonal communication skills and academic proficiency in spokenand written English. The ESL learner could be either at the preliterate, beginner, intermediate, or advancedlevel of English language proficiency in the areas of reading, writing, speaking and listening.

English language learner (ELL): a term favoured over limited English proficiency for it conveys that thestudent is in the process of learning English without having the connotation that the student is in the sameway ‘defective’ until full English proficiency is attained. Like the term Limited English Proficiency (LEP),however, the ELL designation is still somewhat problematic in that it focuses on the need to learn Englishwithout acknowledging the value of the child’s proficiency in L1. This term does not differentiate betweennative and non-native speakers learning English. The term is superficially less offensive, but it is also lessprecise. It conveys single-minded focus on learning English that tends to restrict discussion about thestudent’s pedagogical needs.

Ethnocentrism: the belief in the superiority of one’s own ethnic group.

Exemplars: models or examples of different levels of student work, for instance a piece of writing where astudent has written a paragraph that contains a topic sentence, sentences providing supporting details, and aconcluding sentence.

Globalization: Global education is an educational approach that involves learning about the problems andissues cut across national boundaries, and about the interconnectedness of systems-ecological, racial, cultural,economic, political, and technological. Global educators open-mindedness and the ability to find the threatsthat interconnect the myriad range of human affairs and their subsequent effects. The world, as a globalcommunity, is interdependent. The task of the global educator and students is to forge a dialogue throughwhich cause-effect interconnections are uncovered, analyzed, and understood.

Immersion: an approach originally developed in Canada to help English-speaking children achieve profi-ciency in the French language. Bilingualism in two high status languages was the intended outcome, withchildren becoming bilingual and bicultural without a loss of academic achievement.

Input: the language the student hears and encounters on a daily basis. This includes directed input in theform of language lessons and ordinary conversation.

LEA-Language Experience Approach: a method of promoting reading in which the teacher begins with theexperiences the teacher begins with the experiences the student brings to class (or experience together), andthen develops oral and written activities around these experiences. The teacher uses the students’ own wordsto write stories, which are then used in a variety of ways.

Linguistics: the science of languages.

L1: refers to the first language or language one that a student has been exposed to and in most cases haslearned.

L2: refers to the second language or language two that a student has been exposed to or learned, and whencompared to the term ESL, is referring to English as the second language.

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Miscue Analysis: a miscue is defined as the difference between the oral response of a reader and the actualwords printed on the page. Miscue-analysis, developed by Kenneth and Yetta Goodman, is a method ofevaluating reading comprehension using a detailed analysis of the types of errors made when reading aloud.Particular strategies are then used to help the reader correct his comprehension errors.

Multicultural education: multicultural education is an idea or concept, an educational reform movement,and a process that forms the basis for teaching and learning based on democratic values and beliefs. It seeksto affirm cultural pluralism within culturally diverse societies and an interdependent world. It incorporatesthe ideas of democratic challenges and opportunities for school achievement regardless of race, ethnicbackground, gender, or socioeconomic status.

Multiculturalism: the dynamic and examples coexistence of multiple cultures in a society or country.

Output: the language the student speaks/produces on a daily basis. This includes directed output in theform of language lessons and ordinary conversation.

Paralinguistics: the study of behaviors that contribute to linguistic communication, such as body movementsand voice pitch, duration, tone, and loudness.

Phoneme: the smallest unit of sound that conveys a distinction in meaning during speech production. Forinstance, the s in song is a phoneme.

Phonology: the study of sounds in speech, including their distribution and pronunciation.

Performance-based Assessment: this is defined as a test or investigation that requires students to demonstratemastery of content or skills by performing a task or creating a product, rather than on a more traditionalcriterion-referenced assessment instrument.

Reciprocal reading comprehension strategy instruction: this is an intervention that teaches students skills inmaking predictions about the reading, asking clarification questions, generating questions about the reading,and summarizing what they have read, strategies shown to improve the reading comprehension of studentswith reading challenges and English language limitations.

Scaffolding: reducing the linguistic demand of instructional and assessment materials by using supportingaids and activities so that students can show what they know.

Scoring rubrics: these are guides that can help teachers focus on matching student performance to theestablished criteria rather than on comparing students to each other. They can also help teachers evaluateeach student’s work using the same standards rather than having higher expectations for some students andlower expectations for others.

Semantics: the study of linguistic meaning.

Silent Period: a natural stage of beginning l2 acquisition observed in some additional language learners, inwhich these learners mostly listen to the new language without producing it.

Social Language: First conceptualized by Jim Cummins as “basic interpersonal communicative skills” (BICS)or context-embedded, conversational, or contextualized language, this is a dimension of language proficiencyin which meaning is negotiated through a wide-range of contextual clues. Given access to L2 speakers andsocial setting that encourage natural interaction, L2 speakers may acquire social language in two or threeyears.

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SSR-Sustained Silent Reading- a period of time in the school day that is devoted solely to silent reading.Students read books of their own choosing. No book reports or record-keeping is required, nor are compre-hension questions asked. SSR helps students develop a love of reading and increases fluency in the language.

Stereotype: A conventional, formulaic, and oversimplified conception, opinion, or image. (From theAmerican Heritage Dictionary of the English Language.

Syntax: the manner in which words and other structural elements of language are arranged to construct thesentences of a language.

Target Language: the language around which words and other structural elements of language are arranged toconstruct the sentences of a language.

Teachers to Speakers of Other Languages (TESOL): an international and professional education association.Its mission is to develop the expertise of its members and others involved in teaching English to speakers ofother languages to help them foster effective communication in diverse settings while respecting theindividuals language rights. In English-speaking countries, ESL teachers work with immigrants and refugeesat all levels of the education system-in primary, secondary, and higher education. According to the TESOLorganization, ESL should be part of a larger bilingual program that also involves instruction in the student’sL1 (for detailed information log on to www.tesol.org).

Threshold Hypothesis: the theory that academic and cognitive difficulties will occur for l2 learners if a certainacademic and literacy threshold in their L1 is not first achieved.

TPR- Total Physical Response: Introduced by James Asher, this method uses physical actions to developlanguage skills in additional-language learners. Students are asked to respond physically to commands ordirections, often in a game-like situation.

Word Bank: a collection of words that are related to a particular topic and that can serve as choices to be usedto complete an activity.

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Appendix H: Glossary of Teaching Strategies

Anticipation Guides - series of statements to which students respond (usually with agree/disagree) prior toreading

Brainstorming - free flow of ideas to generate a list, web, or free-write related to the topic of the reading

Identifying Main Ideas and Supporting Details - facts or concepts communicated about the main idea thatadd clarification and enhance what is communicated

Identifying a Purpose for Reading - knowing the goal set by the student or teacher or the text for the readingexperience

Jigsaw - co-operative learning strategy where a home group of four to six students is given specificinformation on a topic, and after reading the information, students meet in expert groups to discuss andlearn specific information; the experts then return to their home groups to inform them about the specificinformation they learned in their expert groups

KWL (Know * Want * Learned) - instructional tool used most often with informational text and involvingthree steps - KWL - what I know, what I want to know, and what I have learned; used before, during, andafter reading

Paired Reading - pairs of students alternate with roles as reader and coach; the reader reads the firstparagraph or section aloud, and the coach summarizes the main idea and supporting details, asking thereader to help clarify where needed

Predicting - making educated, informed, and reasonable guesses based on evidence in the text and thereader’s understanding of the text and/or the topic about “What happens next?” or about “What informationwill be presented next?”

Reciprocal Teaching - instructional strategy in the form of an interactive dialogue regarding segments of text,involving four strategies: predicting, questioning, clarifying, and summarizing

Skimming - reading technique of quickly moving the eyes over the text to find the main idea

SQ3R - (Survey/Question/Read/Recite/Review) - reading strategy whereby students are able to learn fromtext by understanding it and developing a mental framework into which facts can then be fitted

Summarizing - condensing the main idea(s) in a text, perhaps a paragraph to a single sentence, using one’sown words

Think -Aloud - instructional approach in which readers verbalize their thoughts aloud as they read eitherfiction or non-fiction text

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Think - Pair - Share - collaborative method where a teacher or student poses a thought - provoking questionrelated to reading/learning, time is given to consider individual responses, then each student works with oneother student to reach a response; pairs share responses with the class

Visualizing - seeing a text come to life in the mind of the reader, which allows the reader an imaginativeopportunity to interact with a text

Vocabulary Study - instructional process to examine new and often “specialized” words within a readingselection

Word Study - examining the structure of an unfamiliar word to enable the reader to read (decode) it

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Appendix I: Cultural Awareness/Sensitivity

Developing an awareness of another culture begins with the understanding of what culture is. As thedefinition states in the glossary of terms, culture can be defined as:

A deep, multilayered, somewhat cohesive interplay of languages, values, beliefs,and behaviors that pervades every person’s life, and that is continually undergoingmodifications. Culture is not an isolated aspect of life that can be usedmechanistically to explain phenomena in an multicultural classroom or that canbe learned as a series of facts.

When students enter a culture that is different from their own, they are exposed to new sights, sounds, ideas,people and feelings. Much time is spent experiencing their new world. At first this is exciting as they passthrough the first stage of assimilation. However, reality of their new surroundings and loss of their ownculture can often bring on feelings of depression and anxiety. Students need a great deal of support at thistime. Please see page 16 “Valuing Social and Cultural Diversity” as well as the resources below.

Resources:

Mary Myers, Teaching to Diversity (in schools’ EAL kits)

Websites:

http://www.culturaldiversity.com.au/Default.aspx?tabid=81

http://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html

http://www.kwintessential.co.uk/articles/interesting-facts-information-cultures.php

http://www.kwintessential.co.uk/resources/culture-tests.html

http://www.au.af.mil/au/aul/mwrt002/aware.html

http://www.getcustoms.com/2004GTC/quiz.html

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Appendix J: Introduction to the Main Resource Text

Listening/Speaking

North Star’s approach to language teaching is based on the ideathat language skills are not taught in isolation. Language is moreauthentic and natural for students when the skills are integrated.Such integration also allows for a wider variety of activities tostimulate and sustain motivation and offers more opportunitiesfor practicing key vocabulary, grammatical structures and ideas.The integration of these skills also promotes retention for studentssince they have more ways and chances to assimilate informationand language.

The main resource texts used for this course are, Listening andSpeaking: Basic; Listening and Speaking: Intermediate; Readingand Writing: Basic; and Reading and Writing: Intermediate. Theunits in each of the texts are on the same topics and the strategiesfor teaching and learning and the tasks for instruction and/ orassessment are explicitly ties to the curricular outcomes for eachcourse. The following is a more detailed description of theintegrated skills approach in the four strands.

This text provides structured opportunities for students to practicelistening to many different types of discourse.• Speaking (interacting, sharing, checking comprehension with

peers) helps students become skilled listeners.• To practice listening comprehension requires constant checking of

comprehension through exercises that support students’understanding. Testing comprehension also involves memory inaddition to comprehension.

• Listening skills are taught implicitly throughout each unit. Thecomprehension exercises are designed to give practice in suchlistening skills as predicting, identifying the main idea anddetails, getting the gist, guessing meaning from context,summarizing, making inferences (from tone of voice andintonations s well as words and note-taking.

• Speaking skills are taught implicitly through the listenings, whichare used as models of functional language or conversational style.In the Style section, speaking skills are taught explicitly throughanalysis, explanation, and guided practice.

• Listening and speaking skills are cultivated in every section of everyunit, including vocabulary, comprehension, and grammar.

• In the Fieldwork section, the listening/speaking integrationbecomes even more important as students are asked to conductresearch through surveys, in-person and telephone interviews, andother activities as role plays, case studies, debates, radioannouncements, and presentations.

Introduction

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Grammar

Achievement Tests

Students learn grammatical structures when they experience themin context. The grammatical points presented in North Star arethose that appear in the listening and reading texts or those thatare useful for discussing and writing about the topics. The unitsin North Star follow a carefull sequenced grammatical syllabusand the points have been selected to match the proficiency level ofthe students (See Teacher’s Manual and see Grammar ReferenceChart, Appendix B). Teachers may chooses to use additionalresources for extra grammar exercises for students (See TeacherResources).

Vocabulary is taught both directly and indirectly and is reinforcedin both texts (Listening/Speaking and Reading/Writing). Thewords and phrases are embedded in the context of the materialand through the exercises students study the vocabulary, namelyits meaning, usage, word forms, and pronunciation (See Teacher’sManual).

The achievement tests are one of the pen and paper assessmenttools. Theses tests are one tool to be used in conjuntion withothers (See Assessment Tools). The achievement tests allow teachersto evaluate students’ progress and identify challenges in variouslanguage strands. There are unit tests after each unit and End-of-Book Tests after the entire text (See Teacher’s Manual).

Design: The teaching of speaking begins at the start of each unit(often with the first prediction exercise), continues throughoutthe unit (with categorizing and ranking activities, interviewing,games, pronunciation practice, comparing answers and discussingdifferences and sharing opinions), continues through the Stylesection (with explicit functional skills and structured practice),and culminates in the Speaking Topics section, where students usetheir speaking skills in such creative activities as role plays, casestudies, debates, radio announcements and presentations.

Vocabulary

Units

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Links to the Curriculum

Outcomes

Topics Each unit is designed around a particular topic or theme. Thecomplimentary text, Reading and Writing, also follows the sametopic. The first topic lends itself to many introductory, welcom-ing activities for students to assist in their transition to a newschool, language, culture and country. It also offers them a safeplace in which they are invited to share their culture and reaffirmtheir own identity which is not left at the door when they arrive.Each unit also offers many adaptations to themes as well. Forexample, if a teacher did not want to focus on the genre of RapMusic, in Unit 2, he or she could adapt this to Canadian musicand music from other cultures. The objectives, design andcurricular outcomes can still be met through the exercises onvocabulary, grammar, style, etc. The listening passages andidentification of details and main ideas would be adapted as thegenre of music has been changed.Units:1- A World of Friends, A World of Peace2-Do You Like Rap Music?3-Diamonds are Forever4-Memories: Lost and Found5- Thinking Young: Creativity in Business6-From Sadness to Strength7-Driving You Crazy8-Only child9-The Quiz Show

As teachers realize in any subject area of instruction, there is noperfect text that will directly meet every specific curriculumoutcome. A teacher often chooses his/her favorite resources inaddition to what the curriculum suggests they use for a particularcourse. We know from the research on language learning thatstudents progress when they are motivated to learn and speak, thetopics are of interest, and when their cognitive, prior learning andknowledge experiences are activated and stimulated. As a resultmore opportunities to reaffirm their own identities are created. Inaddition, the language skills are integrated with the usage of thetwo texts, one in listening and speaking, and one in reading andwriting; therefore, skills and strategies are repeated, reinforced andretained.

Each curriculum outcomes is directly linked to an activity orexercise in North Star (see Resources/Notes) in the fourthcolumn. Specific curriculum outcomes are also reinforced as theycan be practiced in multiple units. For example, the firstoutcomes deals with students demonstrating their understandingof the overall meaning or (gist) of a particular reading passage by

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Sequencing of Units

looking at a visual or reading a title. Each unit of North Starbegins with a photo which represents the overall content of theunit and is focused on getting students to think about the visual,make predictions and discuss their responses with their class-mates. There are tasks for instruction and assessment included ineach unit and in the achievement tests accompanying the text aswell. Students are given several opportunities to practice theoutcome until they can demonstrate their achievement.

Students are also practicing several listening and speakingstrategies within each unit which helps them lay a foundation forprogressing in their reception and production in and out of theclassroom. The units provide students with interesting topics,which will motivate them to speak, and there are severalopportunities as well to tap into prior learning experiencesstudents have had in their own cultures which will also enhancetheir learning.

Teachers may supplement this text with additional resources forteaching and practicing grammar and vocabulary skills as well (seeResources), but while keeping in mind that students will learnand retain such skills in the context of a topic rather than inisolation. Since it is important that students have severalopportunities to practice their speaking skills at this level, andthat improvement in the aspects of pronunciation (rhythm, stress,and intonation) can enhance their improvement on listeningcomprehension and clarity of speech, the text Clear Speech is alsoavailable to students as a supplementary resource.

The units are designed to be completed sequentially, especiallysince the grammar skills and vocabulary build on the previousunits and move from low-mid intermediate level to a higherbeginner level throughout the course.

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Clear Speech,

Judy B. Gilbert

Appendix K: Introduction to the Supplementary, Secondary

Resource Text

This text is an intermediate supplementary text to be used withthe primary text, North Star. It is a intermediate-level text thatconcentrates on rhythm, stress, and intonation to improve theseaspects of pronunciation as well as listening comprehension andclarity of speech. Individual speech sounds are covered as well.

• For information on additional resources in this course, please seethe appendices.